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GLOBAL CHALLENGES, LOCAL ACTIONS Every day around the world, 150 million people choose our products. They buy them (29) that they can feed their families and keep their homes clean. By making and selling brands that (30) people’s everyday needs, we have (31) into one of the world’s largest consumer goods businesses. We believe that the very business of ’ (32) business’ in a responsible way (33) positive social effects. We not (34) create wealth, we also share it. As (35) global company, we play our part (36) addressing global social and environmental concerns such as health and hygiene, and water quality. However, we do not believe (37) is practical to respond to these concerns purely (38) an international level. Nor do we believe that our company can make a difference (39) working in a number of partnerships. That is (40) we work together with local agencies and governments.
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An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (1) —indeed, contradiction—which goes to the heart of what is wrong with the (2) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a/an (3) education, justified for reasons radically different from why education is (4) required by law. It is not simply to (5) everyone’s job prospects that all children are legally (6) to attend school into their teens. Rather, we have a certain (7) of the American citizen, a character who is (8) if he cannot competently assess (9) his livelihood and happiness are affected by things (10) of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.
Where is the Marketing Department now().
GLOBAL CHALLENGES, LOCAL ACTIONS Every day around the world, 150 million people choose our products. They buy them (29) that they can feed their families and keep their homes clean. By making and selling brands that (30) people’s everyday needs, we have (31) into one of the world’s largest consumer goods businesses. We believe that the very business of ’ (32) business’ in a responsible way (33) positive social effects. We not (34) create wealth, we also share it. As (35) global company, we play our part (36) addressing global social and environmental concerns such as health and hygiene, and water quality. However, we do not believe (37) is practical to respond to these concerns purely (38) an international level. Nor do we believe that our company can make a difference (39) working in a number of partnerships. That is (40) we work together with local agencies and governments.
Reducing a supermarket chain’s costs A few years ago, the Sainsbury’s supermarket chain asked management consultancy Cobalt to find ways of significantly reducing its operating costs and increasing the turnover in its stores. The team, at first made up of four Cobalt project managers and five Sainsbury’s colleagues, was challenged to make ￡300m of savings within five years. Beginning with a pilot exercise which cut the cost to the company of own-brand olive oil by ￡400,000, the team looked at a number of products and found potential savings in many areas, including stock reduction and distribution changes. To motivate the team, whenever a saving was recorded on a board in the centre of Cobalt’s open-plan office, everyone clapped the team achievement. As the project progressed, it expanded, with Cobalt recruiting and training extra team members to look at more products at the same time. After just over a year, the team began training Sainsbury’s 130 trading managers and buyers in its recommended approach. With savings now over ￡100m, Sainsbury’s was so pleased that it decided to expand the approach to the whole of its operations. Cobalt is now driving a team of 50 Sainsbury’s colleagues towards a new target: corporate savings of ￡700m. The project included training Sainsbury’s staff.
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