Jonah Lamu :: Art

Jonah Lamu His favourite show is the Simpson’s. He's the most intimidating player for rugby's most intimidating team. He is Jonah Lomu of the mighty New Zealand All Blacks. He's 6'5, 250 pounds and can run the 100 meter dash in 10.8 seconds. Combine that with his amazing ball skills and his mind-boggling ability to break tackles and you have the world's greatest rugby player - hands down. Jonah was born in Auckland, New Zealand on May 12, 1975. He began playing rugby during school and quickly became known for his speed and strength. When he moved on to high school he played forward and was his team's top scorer. At 19, he became the youngest player to ever put on an All-Blacks uniform when he suited up for New Zealand in a game against France. Jonah's career took off from there. At the 1995 Rugby World Cup in South Africa, Jonah was named player of the tournament as he led the All Blacks to the World Cup. In the semi-finals, Jonah was a one man wrecking crew - scoring four tries against England. Jonah had made a name for himself as the world's best rugby player. His success at the World cups also made Jonah a very rich guy. He was offered serious money to play rugby in England and was even asked to play football in the NFL. Jonah turned those offers down to keep playing the sport in New Zealand. But the big giant's career took a turn for the worst in 1996. Doctors told him he had a rare and serious kidney disorder. Jonah had to take nearly a full year off from the game. He wasn't able to play rugby because of the drugs he was taking to fight the illness. Jonah smashing Australia By 1998, Jonah was back with the All Blacks and wrecking havoc on the opposition. His team was defeated in the semi-finals of the 1999 World Cup but Jonah still showed the world he was the best player around. He's now focusing his efforts on preparing for the 2003 World Cup of Rugby, which will be held in New Zealand and Australia. Jonah's Jamming' Jonah has New Zealand's loudest car stereo. His Nissan Patrol pumps out his favorite tunes like Janet Jackson and Naughty By Nature at nearly 160 decibels. Jonah Lamu :: Art Jonah Lamu His favourite show is the Simpson’s. He's the most intimidating player for rugby's most intimidating team. He is Jonah Lomu of the mighty New Zealand All Blacks. He's 6'5, 250 pounds and can run the 100 meter dash in 10.8 seconds. Combine that with his amazing ball skills and his mind-boggling ability to break tackles and you have the world's greatest rugby player - hands down. Jonah was born in Auckland, New Zealand on May 12, 1975. He began playing rugby during school and quickly became known for his speed and strength. When he moved on to high school he played forward and was his team's top scorer. At 19, he became the youngest player to ever put on an All-Blacks uniform when he suited up for New Zealand in a game against France. Jonah's career took off from there. At the 1995 Rugby World Cup in South Africa, Jonah was named player of the tournament as he led the All Blacks to the World Cup. In the semi-finals, Jonah was a one man wrecking crew - scoring four tries against England. Jonah had made a name for himself as the world's best rugby player. His success at the World cups also made Jonah a very rich guy. He was offered serious money to play rugby in England and was even asked to play football in the NFL. Jonah turned those offers down to keep playing the sport in New Zealand. But the big giant's career took a turn for the worst in 1996. Doctors told him he had a rare and serious kidney disorder. Jonah had to take nearly a full year off from the game. He wasn't able to play rugby because of the drugs he was taking to fight the illness. Jonah smashing Australia By 1998, Jonah was back with the All Blacks and wrecking havoc on the opposition. His team was defeated in the semi-finals of the 1999 World Cup but Jonah still showed the world he was the best player around. He's now focusing his efforts on preparing for the 2003 World Cup of Rugby, which will be held in New Zealand and Australia. Jonah's Jamming' Jonah has New Zealand's loudest car stereo. His Nissan Patrol pumps out his favorite tunes like Janet Jackson and Naughty By Nature at nearly 160 decibels.

Rdr Experiment No. 9 Integrated Concepts of Equilibrium

Experiment No. 9 INTEGRATED CONCEPTS OF EQUILIBRIUM RESULTS AND DISCUSSION A system in equilibrium can be affected by the addition of another reagent leading to a change in chemical equation with a new equilibrium constant. An overall reaction is the sum of two or more reaction steps with different equilibrium constants. The overall equilibrium constant, Koverall, is the product of the equilibrium constants of the individual reaction step. If a reaction step is reversed, the equilibrium constant is set into its reciprocal.If a reaction step is multiplied by a common coefficient n, the new equilibrium constant is raised to the nth. The first part of the experiment dealt with the equilibrium reaction Cu(OH)2(s) ? Cu2+(aq) + 2OH-(aq). 0. 10 M Cu(NO3)2 and 0. 10 M NaOH were reacted together in seven test tubes to form the solid Cu(OH)2, a blue precipitate. Distilled water was added to the first test tube. This served as the control. When 6. 0 M H2C2O4 was added to the second test tube, t he precipitate turned cloudy blue. The new equilibrium can be attributed to the formation of the solid CuC2H4 which is cloudy blue in color, and the ionization of H2C2O4.The addition of Zn dust in the third test tube resulted into a gray-brown precipitate. The mechanisms in this reaction are the dissociation of Cu(OH)2(s), redox of Cu2+ and Zn, and precipitation of Zn(OH)2, leading to an overall reaction of Cu(OH)2(s) + Zn(s) ? Zn(OH)2(s) + Cu(s). When 6. 0 M HNO3 was added to the fourth test tube, the precipitate disappeared. The H+ ions from the complete dissociation of HNO3 neutralize the OH- ions. This results to the shifting of the system to the right. The addition of 6. 0 M NH3 in the fifth test tube caused the formation of the deep blue [Cu(NH3)4]2+ complex.The new equilibrium was established from the dissociation reaction of Cu(OH)2 and NH3, and the formation of complex [Cu(NH3)4]2+. 1. 0 M Na3PO4 was added to the sixth test tube, and formed a light blue precipitate. The bas ic PO3- hydrolyzes to form OH- and HPO42-. The increase in OH- ions caused the system to shift to the left and formed more Cu(OH)2(s). In the seventh test tube, the addition of Cu(NO3)2 caused to form a cloudy turquoise precipitate. The addition of a common ion Cu2+ caused the formation of more solid.The cloudy supernate suggested that the solubility of a slightly soluble ionic compound is lowered in the presence of a common ion. In the second part of the experiment, saturated NaCl was put into three test tubes and in each, three different reagents were added. The initial equilibrium reaction was NaCl(s) ? Na+(aq) + Cl-(aq). The addition of 95% ethanol resulted to a clear supernate and very minimal white precipitate. Ionic compounds such a NaCl dissolve in polar solvents like ethanol. The addition of concentrated HCl resulted in the formation of more white precipitate, due to the addition of a common ion Cl-.When MgSO4 was added, there was no visible reaction. This is due to the the displacement reaction of the two solids forming aqueous solutions of MgCl2 and Na2SO4. ANSWERS TO QUESTIONS A. test tube 1 Cu(OH)2(s) Cu2+(aq) + 2OH-(aq) Ksp=2. 20x 10-20 K_eq=[? Cu? ^(2+)]? [? OH? ^-]? ^2 B. test tube 2 Cu(OH)2(s) Cu2+(aq) + 2OH-(aq) Ksp=2. 20x 10-20 H2C2O4 (aq) HC2O4-(aq) + H+(aq) Ka=6. 5Ãâ€"10-2 HC2O4-(aq) C2O42-(aq) + H+(aq) Ka=6. 1Ãâ€"10-5 Cu(OH)2(s) + H2C2O4 (aq) Cu2+(aq) + C2O42-(aq) + 2H2O(l) Keq=8. 23Ãâ€"10-26 C. test tube 3 Cu(OH)2(s) Cu2+(aq) + 2OH-(aq) Ksp=2. 20x 10-20 Cu2+(aq) + Zn(s) Zn2+(aq) + Cu(s) Kredox=3. 46Ãâ€"1034 Zn2+(aq) + 2OH-(aq) Zn(OH)2 (aq) Ksp=5. 435Ãâ€"1013 Cu(OH)2(s) + Zn(s) Zn(OH)2 (aq) + Cu(s) Keq=4. 137Ãâ€"1028 D. test tube 4 Cu(OH)2(s) Cu2+(aq) + 2OH-(aq) Ksp=2. 20x 10-20 2HNO3(aq) ? 2H+(aq) + 2NO3 (aq) Ka=? Cu(OH)2(s) + 2HNO3 (aq) ? Cu2+(aq) + 2NO3 (aq) + 2H2O(l)Keq=? E. test tube 5 Cu(OH)2(s) Cu2+(aq) + 2OH-(aq) Ksp=2. 20x 10-20 Cu2+(aq) + 4 NH3(aq) Cu(NH3)4]2+(aq) Kf=5. 0x1013 Cu(OH)2(s) + 4 NH3(aq) [Cu(NH3)4]2 +(aq) + 2OH-(aq) Keq=1. 1Ãâ€"10-6 F. test tube 6 3Cu(OH)2(s) 3Cu2+(aq) + 6OH-(aq) Ksp=1. 0648x 10-59 2H3PO4 (aq) 2H+(aq) + 2H2PO4-(aq) Ksp=5. 625Ãâ€"10-5 2H2PO4-(aq) 2H+(aq) + 2HPO42-(aq) Ksp=3. 844Ãâ€"10-15 2HPO42-(aq) 2H+(aq) + 2PO43-(aq) ¬ Ksp=2. 304Ãâ€"10-27 3Cu(OH)2(s) +2H3PO4 (aq) Cu3(PO4)2(s) + 6H2O(l)Keq? 0 A. Test tube 1 B. Test tubes 6, 5, 3, and 2 C. Test tube 5 D. Test tubes 7, 6, 4, 3, and 2 E. Test tube 7, and 2 F. Test tube 6, 5, and 3In test tube 1, the addition of ethanol to the solution produced little precipitate. It is because ethanol is capable of hydrogen-bonding with water, thus, depriving the Na+ and Cl- ions of water molecules to â€Å"hydrate† them. On the other hand, adding HCl produced a greater amount of precipitate because it completely ionizes into H+ and Cl- ions. Because Cl- is part of one side of the dissolution process, the equilibrium shifted to the side favoring the reformation of NaCl crystals. Lastly, the addition of MgSO4 doe s not affect the system because none of its constituent ions were present in the equilibrium reaction of NaCl.

Different types of play spaces Essay

There are four different types of play spaces availible. These are affective, transient, physical and permanent.These can be provided within a play setting or created by the children.Different types of play spaces will be more challenging and stimulating for children and they will be less likely to get bored or restless. Affective – An affect play space is a space that pays attention to the moods and feelings that children and young people bring, these are usaually calming play spaces. For example: music, sensory and art. Transient – A transient play space is a space that can be changed, adapted or moved about. These objects range from wooden blocks to basketball nets. E.g. basketball nets can be moved from outside to inside etc†¦ Examples of a transient play space would be: making dens, moving furniture and creating imaginative play spaces. Physical – A physical play space is a space that children can be physically active. Thesespaces are ideal for anything from running to fine motor skills. Examples of physical play are: running, wrestling, skipping, dancing and sliding. Permanent – A permanent play space is a space that can not be moved or changed in any way. For example: parks, swimming pools, football picthes and adventure playgrounds.sdf Outline how to idenify when children and young people need support within the play space. One of our roles as a playworker is to support children in their play. This means we should stand back and observe the play unless someone is going to  get hurt. We should let the children play without intervening but joining in if you are asked to or given play cues is totally fine. identifying when children and young people need support within the play space is usaually straight forward but sometimes it can be a little bit tricky. The best way to do this to watch out for any play cues you might be given, then step back when you are no longer needed. Another way of supporting the play is if you see a play space not being played with, go and play with a activity and sooner or later you will attract attention and children will start to get intrested. When two or more children start to play with this activity you should move away and go back to observing. How a playworker can support, without taking control, children and you people to adapt a play space. There are many ways a playworker can support children and young people to adapt a play space without taking control. Most of the ways to support children without taking over are mentioned above but they differ slightly. The ones that apply are: don’t intervene unless asked, respond to play cues with a playful reponses and dont intervene unless you see a hazard. If the children want to adapt the play space and seem to be having trouble wait until they give you play cues or come and ask you to help. If they do ask you for help ask the children what they want help with or tell ask them to tell you what to do and you’ll do it. This way it is still the children adapting they play space you are just giving them a helping hand. How to bring play to an end in a way that is sensitive to the children and young people and their level of development and involvement. I am aware of plenty of ways to bring play to an end, some of these methods include: using a bell, using an egg timer or counting down. In my placement we tell the children we’ll stop playing to get tuck shop 5 minutes before the tuck shop opens after the children get their tuck they are free to go back to playing. 10 minutes before the end of the play session we tell the  children they have 5 minutes to play with the toys then we will do a group game for the last 5 minute until the childrens session is over. Why is it important to reflect on all aspects of your own playwork practice, including relationships with other people. It is important to reflect on all aspects of your own playwork practise quite regularly (at least once or twice a month). The reason you should do this often is so you can see how to improve or adapt your playwork practise as soon as possible. Looking back on your playwork practise and self-evaluating it allows you to see the things that work and the things that don’t so you can concentrate on the things that you need to improve. It is also important to reflect on your relationships with other people so you can build on them to create a successful relationship where both people are happy and content. What is meant by reflective practice? The definition of reflective practice is â€Å"the capacity to reflect on action so as to engage in a process of continuous learning†. This means it allows us to constantly learn by reflecting on what we already know and working towards being better playworkers. what is meant by constructive feedback? The definition of constructive feedback is â€Å"letting people know in a helpful way how they are doing, and how their performance is being perceived†. Constructive feedback can be positive or negative this means giving someone praise if they did something really good or tell someone in a very nice way that they didnt do very good and ways they could to improve. For example: â€Å"you did well in that but why dont you try this next time to make it even better†. Constructive feedback is important because it lets you learn from your mistakes in a positive way and better yourself. How to gather and handle constructive feedback from others, for example colleagues and parents. Gathering constructive feedback from colleagues and parents is important because it allows you to look back on what you have done good and what you could do slightly better next time. You could ask colleagues what you did well or how you could of done it better or do a questionarie with colleagues and parents to find out how you can improve and remember never react badly to constructive feedback beacause people are are just trying to help you be better at what you do. How to use observations and feedback to adapt your own playwork practice. Using observations and feedback allows you to adapt your playwork practise so you can concentrate on what needs to be improved whilst keeping your practice up to the highest standard possible. As I said above the to do this is to ask questions about your polaywork pratcise and ask them if they have any opinions or feedback that may help you improve at what you do.

Internal policies and procedures Essay

Technology is a significant facet of district operations. Technology affects performance through enabling the citizens to access as well as analyze information, resolve problems, work in partnership with others, and successfully communicate their thoughts and information. People make use of technology as an instrument to support in administrative duties. Technology in information systems is needed to provide appropriate information to efficiently manage the district’s assets and make knowledgeable decisions. Only copyrighted materials are put through restrictions within a Policy Statement. Materials that are not copyrighted may be copied unreservedly and without limit. Copyrighted software and patented hardware may be copied devoid of copyright owner’s consent only in proportion to the Copyright Act that permits making an archival back-up duplicate. However, most software is licensed to a user and the terms of a license agreement may provide the user consent to create copies of the software beyond the archival copy allowed by the Copyright Act. Software license agreements and patented hardware are unique and consequently, the rights of the user to copy licensed software further than that endorsed under the Copyright Act may simply be verified by means of reading the user’s license agreement (Wesier, 77). Any reproduction or copying of copyrighted software on a system or constituent computing equipment must be in line with the Copyright Act and the related software license conformity. Educational institutions may not utilize unauthorized copies of software on system or component institution-owned networks or computers housed in a system or component institution facilities. In view of the fact that software companies are worried by the soaring rate of plagiarism and piracy of their programs, studies for probable violations can be anticipated. While software corporations may not possibly find it lucrative to file suit against an individual for violation, it definitely would not be reserved from filing suit against Universities. Additionally, companies may need to convey suits against people to put off future impending pirates. Software companies could also proscribe University’s use of their software packages. Consequently, University employees who make use of these software materials have a responsibility to avert use of copyrighted materials and to utilize the software barely in accordance with licensing agreements. EVALUATION OF CURRENT POLICIES AND PROCEDURES OF ALACHUA COUNTY The Alachua County has cost-efficiently purchased new technology, maintains a reliable technology infrastructure given obtainable resources, have instituted policies and moral standards for using technology, and has good controls to guarantee appropriate access and make use of the district’s information systems. In 2001, the district’s technology departments were pooled into one inclusive department – Administrative and Instructional Technology Department. The amalgamation took place when the directors comprehended that both departments had overlying duties as well as consolidation into one department would augment overall effectiveness. To utilize the remaining best practice principles and guarantee the performance, competence, and efficacy of its softwares and hardwares, the district have to regularly modernize and monitor its technology arrangement, make the training processes official related to technology, regulate budget allowances within obtainable funding, utilize the work order structure to develop the delivery of support, develop the use of technology to progress communications, and institute procedures for analyzing technology services and purchases. Along with the district’s District Technology Plan (2001-2006), the Alachua County currently make use of computers for instruction in general areas: schools curriculum support, technology literacy, as well as communication. All districts have computer committees that provide direction for the function of technology within the instructional procedure and the acquisition of hardware/software. Every district selects and purchases its computer software in accordance with its needs. The constituency sets common direction and provides supervision to guarantee the quality and compatibility of instructional materials. The Technology and Information Services Department supervises technology in Alachua County schools, counting central processing unit and support of services, finance, human resources, and facilities functions. In that structure, the department addresses all issues related to both instructional and technology administrative, as well as the local area networks at each school and district. The staffs support other areas of technology at schools and districts, and assists in using technology. However, the county’s technology plan does not provide sufficient direction for instructional and administrative technology decision-making. Planning is the means to a well-delivered and well-implemented information system. Efficient planning helps guarantee that district information system meets the instructional needs of the people and the administrative needs of decision makers, including schools, hospitals and other organizations and agencies. An effectual planning procedure identifies the technology necessities of users, develops strategies to obtain needed technology in a lucrative manner, and identifies accessible funds required for acquisitions. To ensure that all critical needs are identified, the planning process should comprise an extensive range of stakeholder participation. The decisions made throughout the planning process must be in writing and the resulting plan has to guide technology-related policymaking as well as acquisitions.

Speech Analysis or Presentation Example | Topics and Well Written Essays - 1250 words

Analysis - Speech or Presentation Example Opening. Realizing the primacy effect of the beginning (Murdock, B.B., Jr., 1962, p. 482-488), Mike Schroeder started his speech strongly, clearly establishing his ideas and focusing the audience to grasp the meaning of his message positively. In just a few sentences, Schroeder grabbed the attention of the academic audience with the importance of the topic for everyone, what increased listeners’ receptiveness to the providing information. From the beginning, the speaker cared about the speech to remain memorable for the audience. For this purpose, Mike represented a story of a man that suffered from heart disease that had been treated with stem cells. The story was connected to the main idea of the speech – the necessity to find the effective way to save human lives in the struggle against dangerous diseases threatening the mankind. The story of the real medication with the help of stem cells brought Mike Schroeder’s presentation to life from the beginning. It he lped Mike to connect with his audiences even more, making the speech to resonate in people’s minds long after the telling with power effect. Having started with the core of his message and providing a brief  speech outline, the speaker demonstrated his awareness of academic audience expectations as for logical and professional explanation of the topic. Being aware that persuasive speaking is very connected to audience, Schroeder paid extra attention to audience analysis. He watched attentively any nonverbal reactions and signals from the members of the audience (frown, nodding head, rolling eyes, significant smiles), which expressed listeners’ approval or objection of speaker’s viewpoint. Having identified the subset of the audience that agreed, disagreed, and that was undecided about the positive acceptance of his opinion, Mike primarily focused on the part of the audience that was undecided on the issue. Speaking more directly to the group of undecided liste ners allowed Schroeder to address his speech more towards their concerns, explaining in detail some certain points, which could influence people’s positive attitude. Realizing, the audience had not the same beliefs that he, the speaker used the tactic of Osborn, M., & Osborn, S. (2000) to establish good understanding with the audience. First of all, Mike emphasized what he had in common with the audience, accentuating people’s attention on the problem of dangerous diseases, which concerned everyone. He also stressed on the importance to care of moral values, which were involved in the topic. Thus, Mike started with the areas of mutual agreement before discussing the points of disagreement, taking in account that the audience was concerned with the problem of using stem cells in practical medicine, willing to discuss new information and listen to speaker’s arguments. In fact, Mike set the modest goal for changing his audience. His nearest purpose was to get audie nce’s passive agreement with the necessity to continue research in the field of stem cells and the practical realization of stem cells therapy. The speaker didn’t push his audience to accept his point of view just immediately. He compared his position with the beliefs of other people, showing respect to different opinions. Vocal variety. The speaker was great with his vocal variety, and he was aware of his audience in the back. Mike

A review on software industry in the Gulf region Research Paper

A review on software industry in the Gulf region - Research Paper Example â€Å"There are many problems associated with tracking software imports and exports in trade statistics.† (OECD, 37). These problems include the hazy differentiation between software and software media trade, trade of software being a part of hardware, lack of measuring mechanism for the sale of intellectual property in international market. (OECD, 37). For obvious reasons this obscurity is even graver in gulf region states, who stepped into this industry late in 20th century and most of the software applications are imported from developed countries. The production and development of software in developed countries have raised serious concerns for the integrity of software industry itself as the bulk productions to realize rapid economic gains has forced deviations from the recommended software development framework and guidelines. Committee on the Off-shoring of Engineering (COE, 66) observes, â€Å"Scholars conceded that the effects of off-shoring on the quality of work do ne in developed nations are uncertain because we do not know whether the productivity gains will be captured by the developing countries or the developed countries.† Quality assurance is a core subject of software engineering and this stands true in any region and domain for which the software is being developed. The deviation from this basic guiding principal of software engineering has surfaced several legal and quality issues in gulf countries. This is especially true for the gulf region where software production is either offshore or in foreign control. â€Å"The wealthy Gulf nations have long relied on foreign (mostly American) contractors to build and maintain much of their IT base.† (Carmel, Paul, 24). This over reliance on foreign expertise has given birth to a variety of legal issues in software ownership, , legitimate use, quality and maintenance. Redha (n.p) the Business Software Alliance Chair, Gulf Region, while surfacing his concerns on quality and legal i ssues stressed, â€Å"While the region is seeing rapidly growing technological adoption and internet penetration, which is contributing to overall economic growth, we need to ensure that this growth is not compromised through software piracy.† The quality issues in offshore products are a common observation because of the variance in environment and culture of the software developer and user. COE (197) observes, â€Å"When we consider off-shoring, we must remember that there is great variability in software objectives, job types, and practices around the world.† Obviously, this variability may cause quality issue in a region where environment, software quality requirements and job types are considerably different. The fact has instigated a profound realization among Gulf States to develop an indigenous software industry, which can cater local requirement with minimum quality issues and legal breaches. The Gulf States, specially Iran, Saudi Arabia and Syria are now maki ng concentrated efforts to groom local software industry and the commitment of local software companies in the region may achieve better results for growth of software industry. However, the lack of latest technologies and the dearth of software engineers with required skills are two major areas where they face bottlenecks. Still quality can

EMPLOYEE RELATIONS Essay Example | Topics and Well Written Essays - 1250 words

EMPLOYEE RELATIONS - Essay Example In such instances, intervention of trade unions is vital in that it encourages procedures to be put in place so as to create necessary and balanced relationship; thus promoting mutual understanding between the parties. A win-win situation is built between the parties thereby enabling them to have mutual understanding and better progress. A trade union is comprised of employees who need to have their interests organized and represented not only in the workplace but also in the society. The union ensures proper regulation of the employment relationship through collective bargaining with the management. Here, employers and employees share powers in conducting employment relationship. The process of collective bargaining opens the room for negotiation between employers’ representatives and the union comprising of employees, in the aim of regulating employment where they reach an agreement which is, therefore, applied to employees equitably. This tool is mostly used by unions in pr otecting or improving their members’ interests. Therefore, involvement of collective bargaining and power sharing between the two parties has a considerable impact in that it improves the employment relationship and fosters organizational performance (Daniels, 2006: 43). The Trade Union and Labour Relations Act governs both permanent and casual workers who have a common interest in regulating their relationship with the employers. Functions of trade union are broad in terms of job regulation, power, social change, economic regulation, self fulfilment and member services. At times, some trade unions have affiliated with some representative bodies, for instance, the UK Trade Union Congress which depicts itself as the voice of all workers in Britain. It helps members to lobby the government concerning various issues, which include, union, economic and employment Unions have the mandate to challenge managerial rights by restricting employees from supplying labour to their employe rs through the organisation of industrial action (Stephen, 2007: 45). Unions have not only a face of monopolising labour supply to the management, but also a voice for their members. In their operation as a collective voice, they spot employees’ concerns and efficiently convey them to the employer. This enables the management to better treat the employees without having to incur transaction costs. It also impacts an individual employee by overcoming the incentive problem that would cost them by conveying their grievances to management in the absence of the union particularly when the benefit accrues to all workers, for example, public goods like safety and health. In such cases, the employees do not tackle the problems facing them; instead they let them foster and find it more convenient to quit their jobs and go in search for another one elsewhere (Rose, 2008: 38). Unions, therefore, are considered to offer a valuable service to both the management and the employees by colle cting all employees’ concerns and passing them on to the employer. This, in most cases, leads to faster and better decision making by the management, which solves employees’ requirements better than in the absence of the union. Effectiveness of a union is gauged by its capability of achieving set goals in serving members through workplace representation and