Affirmative Action is Reverse Discrimination Essay -- Argumentative Pe

Affirmative Action is Reverse Discrimination    When the Civil Rights Bill was being debated on the floor of the Senate, Barry Goldwater predicted that this particular bill might be abused. Herbert Humphrey, however, stated that he would eat every page of the bill if ever it were used to justify discrimination against anybody on account of race or sex. The bill eventually passed and became the Civil Rights Act. From college admissions to government contracts, the Civil Rights Act has been grossly abused by giving race and gender primary consideration in admissions and hiring, resulting in blatant reverse discrimination. Paul Craig Roberts and Larry Stratton, co-author of The New Color Line: How Quotas and Privileges Destroy Democracy, document the silent change of the 1964 Civil Rights Act from a statute forbidding preferences based on race and gender into a weapon to coerce employers to adopt and implement quotas. This change is not so silent today. Roberts and Stratton show that, "quotas are based on an intentional misreading of Title VII and are strictly illegal under the 1964 Civil Rights Act." An explicit example of this intentional misreading, or abuse, of the Civil Rights Act is when a person is fired to fulfill a quota. On August 8, the Federal Third Circuit Court of Appeals agreed. The court ruled that the Piscataway, N.J. Board of Education violated the Civil Rights Act when it fired Sharon Taxman, an "overrepresented" Jewish female school teacher, to make room for a black woman under the school system's affirmative action plan. The school district was ordered by the court to pay $144,000 in back pay. The judges' decision was based on their own investigation into the legislative history of Title VII ... ...they are black? There is no question that racism did exist in our society and still does today, but the solution is not reversing the discrimination. It is hard to imagine that segregation of our schools was still legal in California as late as 1974, it is even harder to imagine that university admissions are still based on race in 1996. The solution to preferences in hiring and college admissions should be stricter penalties to those who discriminate based on race or gender. Also, it is a little late in the game to squeeze unqualified students into graduate school. We should be working with these students in grade school. Our universities and our government will unlikely look at any logical solutions because of their reputation of putting bandaids on social problems. There is no doubt, if Herbert Humphrey were here today, he would be eating a lot of paper.

Constructive Discharge Memo

Memorandum To:Mike Bigg, CEO From:HR Manager Date:10/14/2012 Re:EEO CONSTRUCTIVE DISCHARGE CLAIM Constructive Discharge Constructive discharge occurs when an employee is forced to quit because the working conditions have become unbearable. According to Black’s Law Dictionary a constructive discharge is â€Å"a termination of employment brought about by making the employee's working conditions so intolerable that the employee feels compelled to leave. â€Å"These conditions would include harassment or discrimination or receiving a negative change in working conditions or his pay for reasons that are not work related.A litmus test for this is to determine what a reasonable person would do in this scenario. If a reasonable person would have resigned due to the unbearable conditions, and if the employer had actual knowledge of the intolerable actions or conditions and could have remedied them but did not, then the employee would be considered constructively discharged. In a case where an employee feels the employer made the job so unbearable that he cannot remain there, a wrongful termination suit can be filed.In legal terms, being compelled to quit is legally similar to being unfairly discharged. In the case we are facing now, the complainant feels that our schedule change would not allow him to continue his employment with us due to the fact the rotating schedule would force him to occasionally work on his religious holy day. In our situation, this law could have some merit if it can be proven that we changed the schedule in an attempt to target any specific individuals. In that case, we could be deemed at fault.However, due to company growth, the work schedule was modified to reflect a new production requirement. Since the changes were due directly to the need to change the entire production schedule and not aimed specifically at a single employee, this situation should not apply. Title VII of the Civil Rights Act of 1964 Title VII of the Civil Rights A ct of 1964 is an act that was passed by congress to provide citizens protection against discrimination by employers based on race, religion, color, sex and national origin.In Title VII of the Civil Rights Act of 1964, the law stipulates that it shall be an unlawful practice for an employer to discharge any employee, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions or privileges of his employment because of such individual’s race, color, religion, sex, or national origin. This is the primary federal law that prohibits discrimination in the workplace. In basic terms, this act prohibits employers from making employment decisions based on race, color, religion, sex and national origin.Age discrimination and disability discrimination are not included in this act and are now covered by subsequent laws enacted by congress. Title VII of the Civil Rights Act of 1964 relates directly to our case as the employee in question has char ged that we violated his rights under this act based on religion discrimination. His claim that we are making him work on his religious holy day brings Title VII into focus and it needs to be reviewed to see if his claim can be substantiated.Upon review of the entire operation and in light of the growth the company is experiencing, it does not appear that we have violated his civil rights as claimed under this act. With all personnel being affected by the schedule change and each employee treated equally in the scheduling, it would not seem likely that one individual has been singled out for his religious beliefs. Recommendation In reviewing the facts surrounding this case, it is apparent that we are not guilty of the charges levied against us and I suggest that we proceed forward and litigate this case.Since the decision was made to change shifts due to company growth and the need for a revised production schedule, I do not feel that we handled the situation incorrectly and recomme nd that we continue on the same course. Making strategic operational decisions and mitigating supply chain process risks is an important part of the business model. Our decision was based solely on the need of the business to remain competitive in the marketplace, and not focused on changing our schedule to impede the religious freedoms any single employee.The only schedule that remained unchanged was for the office employees. Since the employee in question was not an office employee, and as we did not have any openings in that area, a move to the office would not be prudent or equitable for any other employees. Finally, at no point before the employee contacted the EEOC were we made aware of his religious beliefs and needs. Because of that lack of knowledge, we could not have made any accommodations for this employee to assist with his situation. We should feel comfortable informing the EEOC that we are not guilty of the charges that were alleged.Legal Support The most defining leg al support that is available is the Civil Rights Act of 1964 itself. In Title VII of this Act, clear guidelines are given as to what protection employees are given against unlawful employment practices. In SEC. 2000e-2 of Title VII of The Civil Rights Act of 1964, it indicate that it shall be illegal for an employer to†¦discriminate against any individual with respect to his compensation, terms, conditions or privileges of employment, because of such individuals race, color, religion, sex or national origin.This employee has alleged that he was forced to follow the new policy on shift work that he was discriminated against as he would now be required to work on his religious holy day. Courts stipulate that a reasonable person test should be utilized to help determine this. By using the reasonable person test – would a reasonable person quit due to conditions that were intolerable at the workplace – I would suggest that would not occur. Many people’s religio us holy days were affected by the new schedule as the schedule demanded a rotating four day on, four day off schedule.While it may be inconvenient to some, it would not necessarily require an individual to resign his position. This employee at no time informed the employer of any conflicts based on his religion prior to his resignation. There could even be the possibility of utilizing vacation or personal days when the religious holy days fell on specific work required days. In Lawson V. Washington, 2001, a state trooper cadet resigned after realizing he would have to salute the flag and swear an oath to the state – both of which are against his religion. He felt he would be terminated if he failed to comply with the academy’s manual.At no point did anyone in command at the academy indicate that he would be terminated, although they also never indicated they would make any accommodations for him in regards to this issue. In this case, Lawson was able to make a prima fa cie case on 2 of 3 points. He was able to prove his religion was legitimate and the demands were based on that religion. Secondly, he did inform his employer of his religious beliefs and the onus was then on the employer to make reasonable accommodations for him. He could not prove the third point where the academy would have terminated his employment if he did not comply.In our case, the employee never made it known that his religion would not allow him to work on specific days. Because the condition was not known, accommodations would have never been made available to him. This point alone eliminates our responsibilities in this case. In Equal Employment Opportunity Commission, Plaintiff-appellant, v. University of Chicago Hospitals, Defendant-appellee, (2001) a case where an employee believed she was targeted specifically for her religious beliefs, eventually resigned due to the pressure and hostile environment she felt at work.Her employer made specific comments to her regarding her recruiting persons for employment from her church. The employer even told her superior to fire her if she did not end the practice of recruiting from her church. The EEOC was able to prove constructive discharge, where the employee felt as she must quit to avoid being fired. However, the courts stipulate it must be proven that the constructive discharge was motivated by discriminatory intent. Basically, it must be proved that not only was she forced out, but the reason behind the action was religious discrimination.The courts disagreed with this point and believed that the hospital’s actions were not motivated by religious discrimination. The relationship of this case to ours is significant. While the complainant may believe he was forced to quit due to our perceived infringement of his religious beliefs, there was no premeditation in regards to forcing any employee to leave because of their religious beliefs. In addition, since the employee never made it known his need for special accommodations, we would never have been able to foresee this issue with him.Steps for the future We can take a number of steps to strengthen our defenses against violations of Title VII of The Civil Rights Act of 1964 in the future. A primary strategy is to do an internal review of all company policies and procedures to see if any potential risks can be identified (Jenkins, 2004). If they are, steps can be taken to decrease the potential for exposure to lawsuits by eliminating practices that are deemed wrong. Another tactic is to implement a formal complaint system and encourage employees to make use of it.These systems could help us reveal and rectify any problems, real or perceived, before they lead to lawsuits. Training all members of the management team in all aspects of Title VII of the Civil Rights Act of 1964 is an imperative step in a proactive stance against potential wrongdoing. Developing diversity committees could help the entire organization gain a better u nderstanding of the needs of employees. Effective communication is the final step to help avoid issues in the future and is tantamount to successful and happy employees.Open communication from employee to employer cannot be stressed enough. If we listen to our employees and treat them all fairly, avoiding harassment and discrimination charges in the future will be much easier and possibly eliminated at all. A regular review by the Human Resources department will be necessary to insure continued compliance with appropriate policies and procedures that will keep us from committing violations of Title VII.Annual harassment and discrimination retraining for all personnel will help everyone gain a better understanding on what is and is not acceptable and problems may be avoided. Finally, regular communication with the EEOC can help by answering any questions we might have regarding the fair and equal treatment of all employees. Black’s Law Dictionary (N. D. ). Retrieved from http: //thelawdictionary. org/search/? cx=partner-pub-4620319056007131%3A7293005414&cof=FORID%3A10&ie=UTF-8&q=discharge&x=0&y=0 Constructive Discharge (N.D. ), Retrieved from http://jobsearch. about. com/od/jobloss/g/constructivedischarge. htm EEOC V. University of Chicago Hospitals 276 F. 3d 326 Lawson v. State of Washington, 319 F. 3d 498 – Court of Appeals, 9th Circuit 2003 Title VII of the Civil Rights Act of 1964, SEC. 2000e-2. [Section 703] Jenkins, Lin (2004), Avoiding title VII violations – employment policies and procedures. Retreived from http://goarticles. com/article/Avoiding-Title-VII-Violations-Employment-Policies-and-Procedures/2759944/

We Are Becoming Increasingly Dependent on Computer Technology

As we move into the twenty-first century, it is clear to see that we have become more and more dependent on computers and information technology. This technology now reaches into almost every area of our lives and it is easy to predict that this phenomenon is only going to grow. My personal belief is that this presents a variety of dangers. It is highly likely that in the future there will be comparatively few aspects of our lives that will not be influenced by computer technology.The probability is that it will control more and more forms of communication, transforming fields such as education and business when video-conferencing platforms become more stable. It might even affect romance with more people forming relationships online. While there may be benefits to this technological revolution, there are also a number of potential dangers. Perhaps the most serious of these would be that if people rely on computers too much for communication, they could in fact begin to communicate l ess well.For example, if every member of a family had their own computer screen and smart phone, they might speak less and less often to one another and simply look at a screen. This would be serious because our ability to communicate is an essential part of our humanity. My conclusion is that the growth of computer technology is inevitable, but that this may not be entirely positive. Just one area in which it is possible to foresee dangers is communication, and if we are going to ensure that computers do not become a negative influence, we need to think carefully how we use them. (273 words)

Curriculum

Taba in Curzon (2004, p185) Armitage, et al (1999) looks at exploring the curriculum and asks why our courses look the way they look, how they may have developed and how we can understand our courses better in order to help improve the quality of our student’s learning. It also covers definitions of ‘curriculum’ â€Å"The curriculum is a formal course of study as at a college, university or training provider† This is a definition with which I agree, or it is â€Å"†¦ he public form of attempting to put an educational idea into practice† which shows just a few diverse set of definitions. The definitions range from showing and making an impact to the teacher and training planning and also with the planning across my college. Key issues in defining ‘curriculum’ include statements of what is to be learned, pointers as to the outcomes of this learning and explanations about the vision behind the curriculum. It has begun to expose and con sider our own ideas about curriculum.Goodson (1994, quoted in Armitage, et al 1999) makes the interesting point that, while curriculum development and implementation have been written about by so many people, the more fundamental issues of curriculum definition, who constructs it, why and for who have been more neglected. This is something which I have often questioned myself. Wilson (2009) discusses the context of ‘Widening Participation’ within the curriculum and how in this design of curriculum the requirements of groups are and was then considered.In some cases Education may need to be taken into other settings and contexts such as prisons or detention centres, the curriculum would then need to be adapted to suit this particular group of learners. The curriculum of delivering say mechanicals such as curriculum that they offer within other colleges that I am now aware of, would need to be adapted in prison to take consideration and understanding of the tools and equi pment such as sharp pillar’s that may be involved.The work of Wilson (2009) emphasises the curriculum choices in the FE (Further Education) sector are now principally influenced by funding and that funding is now a strong need into how curriculum is given. The funding bodies’ research that sociality requires employment and social need. Coffined (2008, p44) suggests that â€Å"not everything demanded can be afforded â€Å"and argues the question â€Å"who is making the demand†.

Economics and Lead Time

CASE ANALYSIS FOLDRITE FURNITURE CO. : PLANNING TO MEET A SURGE IN DEMAND Submitted to: Submitted by: Dr. P. K. Dash Abhinav  Anand Operations Management PGDM-BHU010 Case facts about FoldeRite Furniture:- * Established in 1987 * Throughout 1990s company grew organically. * 1999-2006 annual growth rate 3. 5%. (More than market growth rate) but one competitor grew by 6% annually. * In 2006 company’s performance was very bad due to following concluded reasons- * Loss of productivity and yields caused by high labor turnover. Cost of raw materials was increasing * Increasing proportion of unskilled labor. * Continuous acquisition of small firms which distracted management from their main issues. * This thing also generated liquidity shortage * These things resulted in reduced margins as well as increased lead time from 4 to 6-8 weeks. Major policies that company adopted after change in management:- * New CEO marshal Epstein from a major consumer goods company was appointed. * Man ufacturing VP Jose Ramose was hired. Together they decided 4 major goals:- * Continued innovation in both products and processes, * Customer responsiveness: producing high quality products that fulfilled market needs, and providing quick service, * Lean manufacturing, and * Retention of a well-trained, stable, and productive workforce, with reduced turnover. * Reduced no of products to provide high quality products. Consequences:- * All these helped in reduction of lead time. * They had a $60M revenues and profitable despite recession Ques-(01) what are the Manufacturing Options available with Mr. Martin Kelsey? Ans. The objective of the aggregate plan was to demonstrate cost-effective ways to meet the demand while maintaining productivity, quality, reliability and providing on-time delivery at effective yields. The following are the manufacturing options with Mr. Martin Kelsey: 1. The first option available was to ask the staff to work an extra shift. 2. Increase the staff temporarily to take advantage of idle production capacity. 3. Changing the designs of the cloud chair slightly to require one minute less in assembly 4. To increase the amount of inventory using a constant level of production. 5. The last option available with Kelsey was subcontracting part of work, such as the manufacture of seats for stackable chairs. Q2. What are the financial implications of the three options? How does it impacts the lead time? Wages of the Skilled workers is = 19 + 33% of 19 = 25. 27 Wages of the Unskilled workers is = 9 + 10% of 9=9. 9 Change Strategy In alstrong, the hiring cost would be zero for skilled and $2593. 5 for unskilled labors. The layoff cost would be $327288 for skilled $349752 for unskilled labours In case of cloud chairs, the hiring cost would be zero for skilled and $633. 6 for unskilled labours. The layoff cost would be $264342 for skilled $533520 for unskilled labours In case of green comfort, the hiring cost would be zero for skilled and $1662. 5 for unskilled labours. The layoff cost would be $214058 for skilled $231270 for unskilled labors Subcontracting Strategy In case of cloud chairs, units subcontracted cost would be $720355. 32. In case of alstrong, units subcontracted cost would be $46959. 28. In case of green comfort, units subcontracted cost would be zero. The lead time will reduce in all the 3 cases. Ques (03) what are the risks? How does each of the options accommodate changes in economy and environment? Ans. The risk associate with it are: Financial Risk:- * According to their CFO Yung credit situation is tight. * They have to generate cash from costly resources as expensive as 12% p. . Human resources Risk:- * Hiring a skilled worker would cost $1500 * Supervisor cost for these workers $25 per hour + 33% for benefits * Training of unskilled worker takes 4 weeks during which full wages are paid. Changes in economy and environment are as follows: 1. If staff would be doing overtime than it would increase the productivity in short run but at the same time this would have lead to fatigue and boredom among the staff leading to decrease in efficiency. 2. Hiring staff temporarily would automatically increase the cost of training and would also require management and supervision resources. 3. If the demand did not materialize than laying of the workers would demoralize the remaining workforce and cost the company in adding unemployment. 4. Another major concern was the cost of carrying inventory beyond two weeks. Ques-(4) Weighing options in term of non-financial implications Ans. The non-financial implications are: 1. Overtime work done by Employees: This will affect the profitability in short term in a positive manner but in long term as the workers do have chance of getting fatigue it might lead to decrease in quality of product which in turn decrease the profitability. The overtime formula will not affect the relationship among employees but the competitiveness will affect if the efficiency decreases in long run. 2. Increasing the staff This will lead to increase in profitability in short term as well as in long term if company does not lay off workers. The sales will increase if the efficiency of work increases as a result of increase in workers. . Changing the Design In short term there will be a decrease in profitability as the company would have to pay a onetime charge of $15000 but in long term as because of innovation the profitability will increase. Dut to innovation the company will have a competitive and also the sales will increase as it’s a new designed product. 4. Sub contracting The company will focus in th e core area which will lead to profitability in short term and long term both. This will further lead to increase in sales as a result of efficient production. The employee morale will also be boosted because of increase in sales.

Broken Globe Stage 2

Characterization is the process by which authors make characters come alive for readers. Authors have many techniques available to portray characters, and they can broadly be divided into indirect and direct presentation. In the short story â€Å"The Broken Globe†, author Henry Kreisel brillantly develops the two principle characters, Nick Solchuk and his father, through indirect presentation. Consistency is the key to good characterization. From ? rst person point of view, the reader obtains a full portrait of both Nick and his father indirectly by learning what the narrator sees and hears somewhat objectively. Nick, the narrator’s friend, is a successful geophysicist studying the curvature of the earth. He demonstrates persistance, passion, and determination in the study of the earth. He asks the narrator â€Å"eagerly† with â€Å"his face reddening† about his paper to the International Congress. Even under the torture of his father, he still keeps his goal of proving that the earth moves. He even retorts his father by saying â€Å"You can beat me and break my globe, but you cannot stop [the earth] from moving. † This passage shows his determination in his belief. On the other hand, Nick’s father adopts personas of sophistication during the short visit of the narrator. His father is stubborn that he only believes what he sees is the truth: â€Å"[the earth] is ? at, and she stands still. † He is also imptuous and fractious that he â€Å"[beats] Nick like he is the devil† when he wants Nick to accept the same concept of the earth as he believes. Both characters are consistent and static, for they are still living in their own world: one lives in a ? at world and the other lives in the world of science. Another signi? cant objective of characterization is to reveal motivation. Kreisel’s story is set mainly in Alberta, a â€Å"land ? attens until there seemed nothing. † Living in Alberta, Nick’s father sees only the open prairies and ? elds every day; thus he perceives that the earth is exactly ? at and still as what he sees. Moreover, the reader learns that he is hard to change his mind because â€Å"he received an education of sorts when he was a boy. † Therefore, he believes that the earth is the center of the universe and the center is still. Similarly, Nick’s motivation is intrigued by a teacher who teaches him the earth is round and is moving. This teacher’s â€Å"enthusiasm [is] infectious† as Nick says. The teacher shows Nick a world larger than the ?at prairies, a world that is exuberent. Although the two characters’ own views of the world contradict one another, they do care and love each other. To build characters that convincing, the author must make their actions realistic and believable. Nick and his father are plausible due to their backgrounds. Nick’s father is taught that â€Å"the earth is ? at and still,† and what he sees outside in Alberta is only the far-distant prairies with â€Å"neither hill nor tree nor bush. † Furthermore, Nick, suffering from the violence of his father, always illustrates indomitable perserverence in seeking the truth. He continually shows to his father a globe can move, even though he knows his father will be mad. People with bond ? de determination can achieve their goals, just like Nick achieves his goal and becomes a geophysicist (to prove his father wrong? ). Altogether, they both are rounded characters in that they demonstrate many attributes and traits. Nick’s father is a stubborn, impulsive, and fractious father whereas Nick is a passionate, indomitable, and persistent geophysicist. In the story â€Å"The Broke Globe† Henry Kreisel effectively utilizes many techniques to develop characters, and further reveals a thoughtful insight into life. Nick’s father who insistently believes that the world is ? at and still lives in his own â€Å"broken globe†, where â€Å"Satan has taken over all the world† but him. 1. Sample Task for English 12 Writing Prepared by Seaquam Page 15 Characterization: A Father and a Son, How the Apple Falls Characters can make a short story rich and worth reading. In Henry Kreisel’s â€Å"The Broke Globe† the differences in ethics between a man and his father is seen through the eyes of a somewhat neutral narrator. Nick Solchuk is a brilliant man of science, while his father is the polar opposite. His father is a pious prairie farmer who does not value higher education or the values its teaches. Even though these characters are presented indirectly, Kreisel utilizes other methods to develop the characters. He shows them as static and round characters who are plausible and who remain consistent. Being ? rst person narrative, no direct presentation is used because the author cannot speak directly. He simply assumes the persona of a a narrator and therefore all presentation is indirect. One can ? nd out a lot about a character by what others say about him. Nick’s father is developed in the beginning during the conversation between Nick and the narrator. At this point the reader discovers that Nick and his father differ in many ways. Obviously, Nick is a man of great intelligence as the narrator say, â€Å"he studied at Cambridge and got his doctorate there and was now doing research at the Imperial College. † The reader also learns that despite being a brilliant man, nick whistfully remembers his simple childhood growing up in Three Bear Hills, Alberta. Nick’s father is developed much the same way later on in the conversation. Nick reveals that his father is a polar opposite. Nick’s father is shown as a religious prairie farmer with â€Å"a strange imagination. † Nick also explains why there is tension between himself and his father. â€Å"Curious man my father. He had strange ideas and a strange imagination too. He couldn’t understand why I was going to school or university. † â€Å"I suddenly realized that the shape of the world he lived in had O been O ? xed for him by some medieval priest in the small Ukranian villiage he was born in O But he still lived in the universe of the medieval church. : The reader now knows that Nick and his father are very different. Dialogue becomes a very important part of this story. The reader learns a lot about the father by what he says and by what he says he does. The ? rst meeting between the father and the narrator shows a lot about the father. â€Å"You friend of NickOWhat he do now? O still tampering with the earth? † Now, it has been con? rmed that Nick’s ideas differ greatly from his father’s. Nick’s father may be a simple prairie farmer, but that does not mean that he is rude. The father acts very formally when inviting the narrator inside his house. He stands as the narrator comes in, which is a sign of respect; he even brings out coffee for the narrator. The reader continues to learn about the relationship Nick’s father has with his son, and certain other people. The father explains how he exploded at a teacher for â€Å"letting Satan in† and for teaching Nick science at school. This act shows how the father deals with other people. The father goes on to elaborate on how he dealt with Nick as a child. â€Å"I grab him by the arm and I shake him and I beat him like he was the devilOAnd he made me madder and madder because he doesn’t cry or shout or nothing. † â€Å"I would of killed him right there for sure. † The reader now knows how he handles his son. Nick and his father are both static, round characters. They do not change at the end of the story, but they have many traits. Nick’s father proves he does not change by saying to the narrator â€Å"Satan has taken over all the world. † Then he suddenly rousled himself and hits the table with his ? st crying passionately, â€Å"But not me! Not me! † The characters act consistently throughout the story. â€Å"The Broken Globe† is a deeply driven character story. Both main characters are well developed. In some cases, the apple falls very far from the tree.

Impacts of Immigrants to UK and UK Immigration Policy on its Labour Essay

Impacts of Immigrants to UK and UK Immigration Policy on its Labour Market - Essay Example The composition of the of the incoming immigrants is usually very different from that of the population of the receiving country on matters pertaining to demographic, cultural and socioeconomic attributes (Okkerse, 2008). As a corollary, the demographic and socioeconomic effects of international migration have become very apparent in the contemporary world and this has gained the attention of policy-makers and the society in general. This has consequently made the immigration process a playing field for numerous studies in the 21st century (e.g. Clark and Drinkwater, 2010; Macura et al. 2005) In theory, the effects of international migration on earnings and jobs for the population in the host country is critically contingent to the extent to which migrants’ skills are complements or substitutes to the skills of the population in the host country, and on how immigration impacts the demand for labour in the host country (Hatton and Tani, 2005). Apart from changes in salaries and employment Dustmann et al, (2008) asserts that there are at least two other adjustment mechanisms in which an economy acts in response to immigration. Besides enlarging labor supply, immigration has the propensity to increase the demand for labor (Saleheen, and Shadforth 2006). Immigrants increase the consumer demand for goods and services in the host country and in the long run, immigration can lead to more investment in the host country (Schmitt and Wadsworth 2007). As a result, this paper aims at identifying the effects of immigration to the UK and UK immigration policy on its labor market . An empirical and experimental research by Dustmann et al (2013) on the labor market impacts of immigration in the UK shows that immigration has a moderately insignificant impact on the average earnings and salary distribution low, medium, and high paid employees.  Ã‚