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ASSIGNMENT #4 – POST EMPLOYMENT OBLIGATIONS CASE STUDY (10 MARKS) E Ltd. is a foreign exchange brokerage firm, with its head office in Edmonton, Alberta, and offices in a number of other locations in Canada. The Defendant employees worked in the Calgary office. E Ltd. provides corporate clients with services with respect to their foreign currency needs. Through its traders, E Ltd. buys and sells international currencies for it clients. Its traders are involved in securing new clients and dealing with the foreign currency needs of ongoing clients. The Calgary office had an estimated 550 ongoing clients and generated more than $2 million in annual sales. The three Defendant employees together accounted for about two-thirds of the production of that office. O and K were employed by E Ltd. as a foreign exchange traders. They earned $150,000 and $106,000 a year respectively based on commissions. The employer is relying on a non-competition clause and non-solicitation clause which they signed while employed by E Ltd. They did not receive anything for this. Both resigned on March 15, 2005 after they refused to sign a second employment contract that contained a more onerous non-solicitation and non-competition clause. Restrictive covenants M is 29 years old. He was employed by E Ltd. as a foreign exchange trader from December 1, 2003 until he was terminated on March 4, 2005. His 2004 income from E Ltd. was $62,000. The employment contract which he signed when hired contained the non-solicitation and non-competition clauses. He was fired by his employer after he refused to sign an affidavit stating that he was not in contact with another ex-employee of E Ltd. Each of these men came to E Ltd. with some prior knowledge and training regarding international finance and sales, but none had previously worked as currency brokers. They all received training from E Ltd. in marketing and servicing clients. Each of them had a confidential client list and developed intimate working relationships with his clients while at E Ltd. E Ltd.’s business is conducted over the telephone. The clients' primary contact is with the traders who manage their accounts on an ongoing basis. In this way, E Ltd. traders act as the "voice" or personification of E Ltd. to its clients. This was the case for each of the Defendant employees. Almost immediately following their departure from E Ltd., O, K, and M became involved with Buttress partnership which and conducted business in competition with E Ltd. It is not alleged that the Defendant employees took client lists or other confidential business documents with them. The Defendant employees have represented to E Ltd. and to the Court that they are not soliciting clients of E Ltd.; they have compiled a "Do Not Call" list of all clients that they remember servicing while employed at E Ltd. and this list has been circulated to all their employees or associates with instructions that no calls are to be made to persons on the list. If a cold call is made to a E Ltd. client unknowingly, they are added to the list and no information regarding Buttress partnership is sent to them. Despite these measures, three former E Ltd. clients have retained Buttress. The Defendants advise that these clients were not solicited, but contacted Axiom directly. The employees signed the following versions of non-competition and non-solicitation clauses: The non-solicitation clause provides as follows: 2. That for a period of twelve (12) months from the date of termination of the Employee's employment with E Ltd. for whatever reason, he/she will not, for any reason directly or indirectly as principal, agent, owner, partner, employee, consultant, advisor, shareholder, director or officer or otherwise howsoever, own, operate, be engaged in or connected with or interested in, the operation of or in any way guarantee the debts or obligations of, or have any financial interest in or advance, lend money to,
0 Part 1 (1) Contents list to reflect the needs of a Global International Assignment Global policy. The items to be included are:- 1 International Service - Global policy 1.1 The International Service Global policy Guide 1.2 Use of The Guide 1.3 About This Guide 1.4 Support Services 1.5 Glossary 2 Before Accepting the Assignment 2.1 Psychological-Social Considerations 2.2 Housing 2.3 Education 2.4 Work Demands…
Undergraduate Law Students – Year 1 Submitting your assignment * You should prepare and save your assignment as a Word document. * Make sure you submit your assignment in advance of the due date and time in case there are any technical problems. If you have a technical problem when you submit your assignment you must report the problem to the IT helpdesk, otherwise your assignment may be marked as late. IT helpdesk: https://helpdesk.its.qmul.ac.uk/helpdesk/WebObjects/Helpdesk.woa…
Graded Assignment Humanitarian Award Follow the directions in the Student Guide to complete this graded assignment. Your teacher will use the rubric and scoring information at the end of this document to grade your assignment. When you are finished, submit this assignment to your teacher by the due date for full credit. (40 points) Criteria List the four criteria you have established for the humanitarian award and give an explanation of each. Criterion #1: Establishes Hull-House…
make a to-do list of tasks. The first thing to do for this list is to prioritize the list. I always want to get the most important assignments done first. Even if I don’t want to do the important assignment first because it’s a longer assignment I really need to learn to prioritize each individual assignment. The next thing to do with the to-do list is to plan when each task should be finished and set a date. It’s also very important to not procrastinate or postpone the whole list. I need to…
” and to write a report about each book. During the semester, one student, Cindy, chose to read Animal Farm and 1984. This student wrote her reports, which were, “insightful and reflected the symbolism contained in the novels.” She finished her assignment on time. Her friend Lucy, however, waited until the last moment and wanted a “skinny book” to read. She accepted her friends offer to read Animal Farm. The day before the first report was due, however, Lucy could not make the connection between…
Hi Class, Welcome to Week 6. Your assignments are posted below, and I look forward to interacting with you this week. I have included key point overview slides for Week’s 5&6 readings as an attachment. They are also posted in the Course Materials section as well. Although no participation credit is awarded during Week 6, I encourage you to participate in the “Check-in” question posted in the main forum at least once or twice this week and interact with your peers. There is no pre-test/post-test…
Discussion Questions contains: DQ 1: List at least one of the serious writing errors identified on p. 385 and identify how such an error could negatively affect your writing DQ 2: Identify which of the four most serious writing errors listed on p. 385 you find challenging to overcome in your own writing. State a method to avoid this error. DQ 3: The projects ongoing over the next few days allow one to utilize the grammar lessons covered in the weekly objective list posted by Exercise Central. Describe…
Devry Card 415 Complete Course-2015 December (All Discussions And All Assignment Except Week 7 Pactice Interview) IF You Want To Purchase A+ Work then Click The Link Below For Instant Down Load http://www.hwspeed.com/Devry-Card-415-Complete-Course-2015-December-112045540.htm?categoryId=-1 IF You Face Any Problem Then E Mail Us At JOHNMATE1122@GMAIL.COM Question week 1 Personal Values (graded) Chapter 1 of our text focuses on an understanding of one’s place in one’s field through such…
Date: Reading Strategy Who, What, Why, and Z Writing Assignment Directions: Create a W3Z statement for the story "Reginald’s Choir Treat." Fill in the W3Z chart below. Who(character)|What happened(events)|Why(motives)|Z how it ends(resolution)| |||| Student Expectations Exemplary (16-20 points) Overall the response demonstrates thorough understanding in using the W3Z as a reading strategy. The student lists the main ideas with multiple supporting details for each…