Non Case Study Example | Topics and Well Written Essays - 1000 words

Non - Case Study Example Mary and Sally fulfilled the terms laid out on the contract with regards to the payment of purchase price clause. The Purchaser was to pay monthly installments on the first day of every month. Up to the point of Mary contacting the Seller on the need to terminate the contract, the Purchaser had made all payments as laid out up to that point. The purchaser has fulfilled all her contract negotiations. John, the Seller, violated the building code of the city. Sally fell down the stairs to the basement and the lack of the railings might have aggravated the situation. John had a duty to comply with the terms laid out on the building code and failure to do this is a tort which the specific element being failure to practice a duty (Schlanger& Spaulding, 1). John, being the seller in the contract also breached the terms of the contract which is also a tort (Schlanger& Spaulding, 1). The contract specifically mentioned that the Purchaser can terminate the contract during the first five years if no longer able to live due to a need to move to a nursing home. Sally is a Purchaser and she has a need to move to a nursing home. Mary notified John the need and even offered the doctor’s letter as proof. John forcing Mary to pay for an extra month was wrong. Mary is therefore in a position to take John to court on accounts of breach of contract and on negligence of duty (Schlanger& Spaul ding, 1). The only additional information required would be the contract the Seller and the Purchaser signed did not clearly indicate the period which the Purchaser need to give the notice to the Seller with regards to the termination. This is a crucial piece of information that is missing. On signing the M & S contract, John as the Seller and Mary and Sally as the Purchasers agreed to the terms set out on the contract. John needs to understand that the terms on the contract are binding. Mary is acting within her rights by notifying John on her need

Cosque Cave Essay -- Place Essays

Cosque Cave Many, many years ago, a cave was in use, and many paintings, drawings, and engravings were put on the walls of the cave. About ten years ago, a man was diving in the Mediterranean and came across something that no one would ever think about finding. It was a prehistoric painted cave with an underwater entrance. It is known today as the Cosquer cave. Jean Cosquer, a professional diver, discovered the cave. He was diving for no particular reason, and found a wealth of prehistoric art in the cave. He made this discovery in July 1991, and ever since more and more research is being done on the Cosquer cave. It is firmly dated one of the Paleolithic painted caves in the world. The entrance to this cave is thirty-seven meters under sea level in the Mediterranean Sea. It is located by Cape Morgiou, in the Calanques, about twelve kilometers southeast of Marseilles. It is possible to enter the cave by slithering through water on the stomach through a one hundred and seventy five meter tunnel, after diving to the entrance. Though access to the Cosquer cave is now difficult because of the rise in the sea level when Ice Age glaciers thawed, they’re still thinking that the cave has never had an easy entrance. It is thought that the cave was probably ten kilometers from the coast during the Magdalenian period. The rise in the sea level-over one hundred meters by the end of the Ice Age-covered its normal entrance. This is why there hasn’t been any environmental damage to the Cosquer cave (Davis). The cave is open to researchers. There are researchers down there finding out more and more information. Jean Courtin mainly leads the research on the cave, along wi... ...there in. The Cosquer cave is also a very unique cave. It is unique because of its entrance from underwater and because of the various markings on the cave walls. There are still many unanswered questions about Cosquer cave, but since its discovery in 1991 researchers have made huge progress in answering the questions. There is a controversy over the entrance of the cave. Some people want to drill an opening for an entrance to the cave. Others want the cave to remain as it was found. As of now, the cave is remaining, as it was when it was found. There is still a way to enter the cave; it is just not as convenient as many would like it to be. Researchers are still the only ones who are allowed in the cave, so there won’t be a change in the entrance of the cave until the research is finished and people are allowed to enter the cave on their own.

International Operations Management Essay

Nowadays every company wants to gain a competitive edge in the market and for that it leaves no store unturned . When any new development takes place although it has a good side to it but there are equally a lot of challenges attached to it as well. If a company is thinking of moving from batch processing to line processing there would be considerable concerns which the following departments might raise and might have to juggle with. The finance department might face the issues of capital investment rising from moderate to high level because if an automobile production line is there then it would not use ordinary machinery instead would require specialized machinery for its production. In a batch processing system the capital investment is usually seen to be moderate and when decision of venturing into line processing is taken then capital investments expects to be high. Variable cost might tend to lessen from moderate level of previous working seen in batch processing. Human resource department would also have to face issues like curtailing the number of labor content and workforce . Usually in assembly line processing the workforce is replaced by machinery and supporting mechanisms embedded in the systems like for example adding a conveyer belt to connect the activities which take place in the firm. (Lewis & Slack, 2003). Labor content in batch processing is moderate whereas in line processing its low. (McHugh & MuHugh , 1990) . This can be a concern of the human resource department because it would take decisions like lay off, transfer etc. The accounting department has to be on the toes because the level of transactions would increase as the volume would increase i. e. from moderate level of quantity produced to high level production. The entries have to be made on a continuous basis as volume or the quantity has risen. The information system which would be used for line processing will have to more swift and embedded with specialized softwares or systems which support line processing nature of work. The connected flow of working will have to be monitored efficiently. The system of monitoring will have to be modified so as to facilitate the current functioning. The marketing department might think of the fact that in the batch processing products involved were several and in line processing the products involved are less hence less responsibility, but the quality of marketing expertise would be expected to increase drastically. ( Heizer & Render , 1991 ) . A batch process usually executes different production runs for different runs but it’s not in the case of line processing. The flexibility is usually seen to be low in line processing and therefore as in batch processing where flexibility is seen to be moderate might create concerns for the marketing department. The marketing department now will have to devise such ideas which are out of the box and facilitate such larger processing function . The marketing department has to design such products which entice the masses as they would now not have multiple products which can save their flagging reputation. (Weiss & Gershon, 1989) To culminate I would state that whenever any other process flow is adopted then there are certain specifications which are to be considered and the various departments which previously followed a specific line of action need to have the insight of how to adapt to the other one in which they are opting to venture.

Given Circumstances Activity for Student Actors

In a dramatic scene or monologue or improvisation, the term â€Å"given circumstances† refers to the â€Å"who, where, what, when, why, and how† of the characters: Who are you? (Name, age, gender, nationality, physical health, mental health, etc.)Where are you? (In a room, outdoors, on an airplane, in a stagecoach, at a party, at a ball, etc.)When does the action occur? (In the present, in the past, in the imagination, in the future, in a dream, etc.)Why are you present in this situation? (Hiding, celebrating, escaping, seeking?)How are you behaving? (Loudly, stealthily, subtly, conversationally, physically, coyly?) Given circumstances are directly stated and/or indirectly inferred from the text of a script or from the interaction with scene partners in improvisational work: what a character says, does or does not do, and what other characters say about him or her. Student Actor Activity To give student actors practice in considering and communicating given circumstances, here is an activity led by Gary Sloan, author of In Rehearsal: In the World, in the Room, and On Your Own. Materials Needed: PaperWriting instruments Directions: Ask students to think about where they currently are (a classroom, a studio, a rehearsal stage) and then give some thought to why they are there.Distribute paper and pens or pencils and give students this writing assignment: Think about yourself and write a paragraph about your current given circumstances—Who are you? Where are you right now and why are you here? How are you feeling or behaving? Ask students to place the most emphasis on the why and the how aspects of this written reflection. (Note: You may choose to have students identify themselves by name or you can leave that part of the â€Å"who† out of the writing.)Give students 15 to 20 minutes of silent writing time.Call time and ask students to place whatever they have written—even if they do not feel it is complete—on a table or chair or rehearsal box located somewhere in the room, preferably in a central location.Instruct all students to walk slowly in a circle around the object holding the pie ces of paper. Then, whenever they feel the impulse to, they should take one of the papers (not their own, of course).Once all students have a paper, ask them to familiarize themselves with what’s written on it—Read it carefully, absorb it, think about the words and the ideas.After giving students 5 or so minutes, explain that each will read the words on the paper aloud to the group as if auditioning for a part. They are to treat the words as if they are a monologue and deliver a cold reading. Tell students: â€Å"Read it aloud as if this is YOUR story. Make us believe you mean it.†One at a time, when a student is ready, have each deliver the words on the chosen paper. Remind them to remain conversational and speak as if the words were their own. Reflection After all the students have shared their readings, discuss what it was like to deliver someone else’s words as if they were your own. Liken this experience to what actors must do with lines of dialogue in a published script. Discuss whether and how this activity increased students’ understanding of given circumstances and how to use them in their character work.