Keeping an activity going without the usual equipment

Text A: an original contemporary practice extract.

The printer stopped halfway through producing the walking club’s route sheets. We had thirty participants arriving in an hour and only twelve complete copies. The organiser spread the original map on a table and asked two members to copy the main turns onto large cards. Each small group could carry a card rather than each walker carrying a sheet.

Before setting out, we checked the cards against the original and explained the change. We kept one complete sheet with each group leader because the cards did not include every detail. The walk started ten minutes late, and people had to stay with their group at the junctions. We made a note to check the printer the evening before the next outing.

Text B: an original contemporary practice extract.

The projector failed before the pottery club’s visiting speaker began. Her photographs were still available on a laptop, but the audience could not all gather around its small screen. She chose five images essential to the explanation and asked a helper to carry the laptop from table to table as she spoke.

She described details aloud and left time for each table to see the picture before moving on. The talk took longer than planned, and nobody could compare two photographs side by side on a large screen. The club nevertheless completed the session. Afterwards, the organiser added an equipment test to the booking checklist and asked speakers whether they had another way to present their material.

Both texts describe the responses to equipment problems.

What similarities do the responses to equipment problems share in these extracts? Use evidence from both texts to support your answer.