Sunday, October 20, 2019
Medieval Methods for Making Fabric From Wool
Medieval Methods for Making Fabric From Wool In the Middle Ages, wool was turned into cloth in the thriving wool production trade, in home-based cottage industry, and in private households for family use. Methods could vary depending on the wherewithal of the producer, but the basic processes of spinning, weaving, and finishing cloth were essentially the same. Wool is usually sheared from sheep all at once, resulting in a large fleece. Occasionally, the skin of a slaughtered sheep was utilized for its wool; but the product obtained, which was called pulled wool, was an inferior grade to that shorn from live sheep. If the wool was intended for trade (as opposed to local use), it was bound up with similar fleeces and sold or traded off until it reached its final destination in a cloth-manufacturing town. It was there that processing began. Sorting The first thing done to a fleece was to separate its wool into its various grades by coarseness because different types of wool were destined for different end products and required specialized methods of processing. Also, some types of wool had specific uses in the manufacturing process itself. The wool in the outer layer of fleece was ordinarily longer, thicker and coarser than the wool from the inner layers. These fibers would be spun into worsted yarn. The inner layers had softer wool of varying lengths that would be spun into woolen yarn. Shorter fibers would be further sorted by grade into heavier and finer wools; the heavier ones would be used to make thicker yarn for the warp threads in the loom, and the lighter ones would be used for the wefts. Cleansing Next, the wool was washed; soap and water would usually do for worsteds. For the fibers that would be used to make woolens, the cleansing process was particularly stringent and could include hot alkaline water, lye, and even stale urine. The aim was to remove the wool grease (from which lanolin is extracted) and other oils and greases as well as dirt and foreign matter. The use of urine was frowned upon and even outlawed at various points in the Middle Ages, but it was still common in home industries throughout the era. Following cleansing, the wools were rinsed several times. Beating After rinsing, the wools were set out in the sun on wooden slats to dry and were beaten, or broken, with sticks. Willow branches were often used, and thus the process was called willeying in England, brisage de laines in France and wullebreken in Flanders. Beating the wool helped remove any remaining foreign matter, and it separated entangled or matted fibers. Preliminary Dyeing Sometimes, dye would be applied to fiber before it was used in manufacturing. If so, this is the point at which the dyeing would occur. It was fairly common to soak fibers in a preliminary dye with the expectation that the color would combine with a different shade in a later dye bath. Fabric that was dyed at this stage was known as dyed-in-the-wool. Dyes usually required a mordant to keep the color from fading, and mordants often left a crystalline residue that made working with fibers extremely difficult. Therefore, the most common dye used in this early stage was woad, which did not require a mordant. Woad was a blue dye made from an herb indigenous to Europe, and it took about three days to use it to dye fiber and make the color fast. In later medieval Europe, such a large percentage of wool cloths were dyed with woad that cloth workers were often known as blue nails.1 Greasing Before the wools could be subjected to the harsh processing treatment that lay ahead, they would be greased with butter or olive oil to protect them. Those who produced their own cloth at home were likely to skip the more rigorous cleansing, allowing some of the natural lanolin to remain as a lubricant instead of adding grease. Although this step was done primarily to the fibers intended for woolen yarn, there is evidence that the longer, thicker fibers used to make worsteds were also lightly greased. Combing The next step in preparing wool for spinning varied depending on the type of wool, the instruments available and, oddly enough, whether certain tools had been outlawed. For worsted yarn, simple wool combs were used to separate and straighten the fibers. The teeth of the combs might be wooden or, as the Middle Ages progressed, iron. A pair of combs was used, and the wool would be transferred from one comb to the other and back again until it had been straightened and aligned. Combs were usually constructed with several rows of teeth and had a handle, which made them look a little like a modern-day dog brush. Combs were also used for woolen fibers, but in the central Middle Ages cards were introduced. These were flat boards with many rows of short, sharp metal hooks. By placing a handful of wool on one card and combing it until it had been transferred to the other, and then repeating the process several times, a light, airy fiber would result. Carding separated wools more effectively than combing, and it did so without losing the shorter fibers. It was also a good way to blend together different types of wool. For reasons that remain unclear, cards were outlawed in portions of Europe for several centuries. John H. Munroe posits that the reasoning behind the ban could be a fear that the sharp metal hooks would damage the wool, or that carding made it too easy to fraudulently blend inferior wools into superior ones. Instead of carding or combing, some woolens were subjected to a process known as bowing. The bow was an arched wooden frame, the two ends of which were attached with a taut cord. The bow would be suspended from the ceiling, the cord would be placed in a pile of wool fibers, and the wooden frame would be struck with a mallet in order to get the cord to vibrate. The vibrating cord would separate the fibers. Just how effective or common bowing was is debatable, but at least it was legal. Spinning Once the fibers were combed (or carded or bowed), they were wound on a distaff a short, forked stick - in preparation for spinning. Spinning was chiefly the province of women. The spinster would draw a few fibers from the distaff, twisting them between thumb and forefinger as she did so, and attach them to a drop-spindle. The weight of the spindle would pull the fibers down, stretching them out as it spun. The spinning action of the spindle, with the help of the spinsters fingers, twisted the fibers together into yarn. The spinster would add more wool from the distaff until the spindle reached the floor; shed then wind the yarn around the spindle and repeat the process. Spinsters stood as theyà spunà so that the drop-spindle could spin out as long a yarn as possible before it had to be wound up. Spinning wheels were probably invented in India sometime after 500 CE.; their earliest recorded use in Europe is in the 13th century. Initially, they werent the convenient sit-down models of later centuries, powered by a foot pedal; rather, they wereà hand-poweredà and large enough so that the spinster would need to stand to use it. It may not have been any easier on the spinsters feet, but much more yarn could be produced on a spinning wheel than with a drop-spindle. However, spinning with a drop-spindle was common throughout the Middle Ages until the 15th century. Once the yarn was spun, it might be dyed. Whether it was dyed in the wool or in the yarn, color had to be addedà byà this stage if a multi-colored cloth was to be produced. Knitting While knitting wasnt wholly unknown in the Middle Ages, scant evidence of hand-knitted garments survives. The relative ease of the craft of knitting and the ready availability of materials and tools for making knitting needles makes it hard to believe that peasants didnt knit themselves warm clothing from wool they got from their own sheep. The lack of surviving garments isnt at all surprising, considering the fragility of all cloth and the amount of time that has passed since the medieval era. Peasants could have worn their knitted garments to pieces, or they may have reclaimed the yarn for alternate uses when the garment grew too old or threadbare to wear any longer. Far more common than knitting in the Middle Ages was weaving. Weaving Weaving cloth was practiced in households as well as in professional cloth-making establishments. In homes where people produced cloth for their own use, spinning was often the province of women, but weaving was usually done by men. Professional weavers in manufacturing locations like Flanders and Florence were also usually men, though women weavers were not unknown. The essence of weaving is, simply, to draw one yarn or thread (the weft) through a set of perpendicular yarns (the warp), threading the weft alternately behind and in front of each individual warp thread. Warp threads were usually stronger and heavier than weftà threadsà and came from different grades of fiber. The variety of weights in warps and wefts could result in specific textures. The number of weft fibers drawn through the loom in one pass could vary, as could the number of warps the weft would travel in front of before passing behind; this deliberate variety was used to achieve different textured patterns. Sometimes, warp threads were dyed (usually blue) and weft threads remained undyed, producing colored patterns. Loomsà were constructed to make this process go more smoothly. The earliest looms were vertical; the warp threads stretched from the top of the loom to the floor and, later, to a bottom frame or roller. Weavers stood when they worked on vertical looms. Theà horizontal loomà made its first appearance in Europe in the 11th century, and by the 12th century, mechanized versions were being used. The advent of the mechanized horizontal loom is generally considered the most important technological development in medieval textile production. A weaver would sit at a mechanized loom, and instead of threading the weft in front of and behind alternate warps by hand, hed merely have to press a foot pedal to raise up one set of alternate warps and draw the weft underneath it in one straight pass. Then hed press the other pedal, which would raise the other set of warps, and draw the weft underneathà thatà in the other direction. To make this process easier, a shuttle was used a boat-shaped tool that contained yarn wound around a bobbin. The shuttle would glide easily over the bottom set of warps as the yarn unspooled. Fullingà or Felting Once the fabric had been woven and taken off the loom it would be subjected to aà fullingà process. (Fulling wasnt usually necessary if the fabric was made from worsted as opposed to woolen yarn.) Fulling thickened the fabric and made the natural hair fibers mat together through agitation and the application ofà liquid. It was more effective if heat was part of the equation, as well. Initially,à fullingà was done by immersing the cloth in a vat of warm water and stomping on it or beating it with hammers. Sometimes additional chemicals were added, including soap or urine to help remove the natural lanolin of the wool or the grease that had been added to protect it in the earlier stages of processing. In Flanders, fullers earth was used in the process to absorb impurities; this was a type of soil containing a significant amount of clay, and it was naturally available in the region. Though originally done by hand (or foot), theà fullingà process gradually became automated through the use of fulling mills. These were often quite large and powered by water, although smaller, hand-cranked machines were also known. Foot-fulling was still done in household manufacturing, or when the cloth was particularly fine and wasnt to be subjected to the harsh treatment of hammers. In towns where cloth manufacture was a thriving household industry, weavers could take their cloth to a communal fulling mill. The term fulling is sometimes used interchangeably with felting. Although the process is essentially the same,à fullingà is done to cloth that has already been woven, whereas felting actually produces cloth from unwoven, separate fibers. Once cloth was fulled or felted, it could not easily unravel. Afterà fulling, the fabric would be thoroughly rinsed. Even worsteds that didnt needà fullingà would be washed to remove any oil or dirt that had accumulated during the weaving process. Because dyeing was a process that immersed the fabric in liquid, it may have been dyed at this point, especially in home industries. However, it was more common to wait until a later stage in production.à Clothà that was dyed after it was woven was known as dyed-in-the-piece. Drying After it was rinsed, cloth was hung up to dry. Drying was done on specially-designed frames known as tenter frames, which used tenterhooks to hold the cloth. (This is where we get the phrase on tenterhooks to describe a state of suspense.) The sturdy frames stretched the fabric so that it wouldnt shrink too much; this process was carefully gauged, because fabric that was stretched too far, while large in square feet, would be thinner and weaker than fabric that was stretched to the proper dimensions. Drying was done in the open air; and in cloth-producing towns, this meant the fabric was always subject to inspection. Local regulations often dictated the specifics of drying cloth in order to ensure quality, thus maintaining the reputation of the town as a source of fine cloth, as well as that of the cloth manufacturers themselves. Shearing Fulled fabrics- especially those made from curly-haired woolen yarn were often very fuzzy and covered with nap. Once the fabric had been dried, it would be shaved orà shearedà to remove this extra material. Shearers would use a device that had remained pretty much unchanged since Roman times: shears, which consisted of two razor-sharp blades attached to a U-shaped bow spring. The spring, which was made of steel, also served as the handle of the device. A shearer would attach the cloth to a padded table that sloped downward and had hooks to keep the fabric in place. He would then press the bottom blade of his shears into the cloth at the top of the table and gently slide it down, clipping the fuzz and nap by bringing down the top blade as he went. Shearing a piece of fabric completely could take several passes, and would often alternate with the next step in the process, napping. Napping or Teaseling After (and before, and after) shearing, the next step was to raise the nap of the fabric enough to give it a soft, smooth finish. This was done by grooming the cloth with the head of a plant known as a teasel. A teasel was a member of theà Dipsacusà genus and had a dense, prickly flower, and it would be rubbed gently over the fabric. Of course, this could raise the nap so much that the cloth would be too fuzzy and had to be sheared again. The amount of shearing and teaseling necessary would depend on the quality and type of wool used and the result desired. Though metal and wood tools were tested for this step, they were considered potentially too damaging for fine cloth, so the teasel plant was used for this process throughout the Middle Ages. Dyeing Cloth might be dyed in the wool or in the yarn, but even so, it would usually be dyed in the piece as well, either to deepen the color or to combine with the previous dye for a different tint. Dyeing in the piece was a procedure that could realistically take place at almost any point in the manufacturing process, but most commonly it was done after the fabric had been sheared. Pressing When the teaseling and shearing (and, possibly, dyeing) was done, the fabric would be pressed to complete the smoothing process. This was done in a flat, wooden vise. Woven wool that had been fulled, dried, shorn, teaseled, dyed, and pressed could be luxuriously soft to the touch and made into the finest clothing and draperies. Unfinished Cloth Professional cloth manufacturers in wool production towns could, and did, produce cloth from the wool-sorting stage to the final pressing. However, it was quite common to sell fabric that wasnt completely finished. Producing undyed fabric was very common, allowing tailors and drapers to choose just the right hue. And it was not at all uncommon to leave out the shearing and teaseling steps, reducing the price of the fabric for consumers willing and able to perform this task themselves. Cloth Quality and Variety Every step along the manufacturing process was an opportunity for cloth-makers to excel or not. Spinners and weavers who had low-quality wool to work with could still turn out fairly decent cloth, but it was common for such wool to be worked with the least possible effort in order to turn out a product quickly. Such cloth would, of course, be cheaper; and it might be used for items other than garments. When manufacturers paid for better raw materials and took the extra time required for higher quality, they could charge more for their products. Their reputation for quality would attract the wealthier merchants, artisans, guildsmen and the nobility. Although sumptuary laws were enacted, usually in times of economic instability, to keep the lower classes from garbing themselves in finery ordinarily reserved for the upper classes, it was more often the extreme expense of the clothing worn by the nobility that kept other people from buying it. Thanks to the diverse kinds of cloth manufacturers and the many types of wool of different levels of quality they had to work with, a wide variety of wool cloth was produced in medieval times.
Saturday, October 19, 2019
Applied Linguistics - Manglish Dissertation Example | Topics and Well Written Essays - 26500 words
Applied Linguistics - Manglish - Dissertation Example --------- 36 2.2.2.6 Copula ââ¬Ëbeââ¬â¢ ----------------------------------------------------- 38 2.2.2.7 Modals ----------------------------------------------------------- 39 2.2.2.8 Stative verbs in the progressive ------------------------------ 41 2.2.2.9 Clause structure ------------------------------------------------ 41 2.2.2.10 Other syntactic variational features ------------------------- 43 2.2.3 Syntax of the ME basilect ------------------------------------------------------- 46 2.3 Phonology ---------------------------------------------------------------------------------- 48 2.3.1 ... apter Three: The Use of English in Malaysia ------------------------------------------- 58 3.1 From English to Bahasa Malaysia in Post-Colonial Malaysia ---------------------- 59 3.2 The return of English to Modern Malaysia -------------------------------------------- 66 3.3 The importance of English in Malaysia today ----------------------------------------- 70 Chapter Four: Discussion and Conclusion --------------------------------------------------- 78 BIBLIOGRAPHY ---------------------------------------------------------------------------------- 85 APPENDIX: Malay Borrowings in ME --------------------------------------------------------- 99 LIST OF FIGURES Figure 1: Features of Sociolects of Malaysian English --------------------------------------- 14 Figure 2: Modal Verbs in SBE, ME and BM -------------------------------------------------- 33 Figure 3: A Comparative Presentation of the Responses of a SBE Speaker and a ME Basilect Speaker to Variopus Situations ------------------ ------------------- 40 ABSTRACT The emergence of ââ¬ËNew Englishesââ¬â¢ in non-native English speaking countries, like Malaysia, has become an interesting area of research study in linguistics. A lot of the data for this dissertation comes from a survey of previous related studies, and from Malaysian newspapers, magazines, television and the like, which are illustrative of Malaysian English. To this pursuit, this descriptive non-experimental research on the development of Malaysian English seeks to answer the question: What has contributed to the development of Malaysian English as it is today? This study starts with the historical development of English in Malaysia. Then it continues by identifying the affected specific linguistic features. The differences between Malaysian English and
Friday, October 18, 2019
Art history Essay Example | Topics and Well Written Essays - 3000 words
Art history - Essay Example Art history It is hard to take out the truth from the illusions. Cassius Dio had told her story and enclosed it as he says "She captivated the two greatest Romans of her day, and because of the third she destroyed herself." When Cleopatra was eighteen years old, she got married to son of Ptolemy who was only nine years old at that time. Cleopatra was an intelligent and power oriented girl. She wanted to rule the throne all by herself. She tried to rule alone and if not alone, at least not equivalent to her brother. Cleopatra's rule was over thrown by the ministers in 48 BCE. In the mean time Pompey came to Egypt while he was being chased by forces of Julius Caesar1. Pompey was killed by Ptolemy XIII. Cleopatra's sister and Ptolemy XIII affirmed herself ruler as Arsinoe IV2. Cleopatra had to win the support of Julius Caesar's, the fasanating stories tell that she wrapped her self in a jewel carpet and presented herself to him. In a fight with Caesar, Ptolemy XIII died, and Caesar returned Cleopatra to power in Egypt and her brother Ptolemy XIV came in as a co-ruler. Cleopatra had a son in 46 BCE, Cleopatra gave her newborn son, the name Ptolemy Caesarion. She claimed that he was Julius Caesar's son and that she was married to him. But Julius Caesar's never accepted to be his father officially but he did take Cleopatra to Rome. Caesar was murdered in 44 BCE . After his death Cleopatra returned to Egypt. Here her brother and co-ruler died and she appointed her son as a co-ruler. The next Roman military governor Marc Antony called her to pay a visit with other rulers who were being controlled by Rome. Cleopatra appeared significantly in 41 BCE she was able to convince him that she was innocent of charges put upon her, gained support of Caesar's supporters in Rome and his support too. Antony spent a winter with Cleopatra and they had twins. When he went back he got married to Octavia. Cleopatra had returned to Alexandria and Antony came there in 34 BCE. Cleopatra financed him and he opposed Octavian in the Battle of Actium (31 BCE) but due to few mistakes Cleopatra ended up into defeat. Cleopatra tried her best to agree Octavian to support her children's progression to power but unfortunately failed to come to any agreement. In 30 BCE, Marc Antony was told that Cleopatra had been killed as they say, in distres s he killed himself. Death of Cleopatra Octavian had taken over the state of Cleopatra. When his men reached Cleopatra's monument, she did not open and denied to let them enter. The soldiers entered in her monument finally by climbing in by a window. Cleopatra tried to break through but was caught and imprisoned in her mausoleum. Cleopatra wanted to die as her ego had been hurt. So she worked out on a plan to commit suicide. It is said that as a first step Cleopatra acted as if she was not feeling well. Octavian sent for a doctor. When the physician came, Cleopatra whispered something to him and he went away. She was well again. She asked for fabulous clothes and finest jewelry. She took a bath and wished to go to Anthony's tomb which she was allowed. When she returned from there Cleopatra, she asked for a big feast. Surprisingly, Octavian did not raise any objection on all this. So Cleopatra sat with her servants and had her
I am going to send the paper topics by attachment Essay
I am going to send the paper topics by attachment - Essay Example From the beginning of the story, she describes the pathetic condition of her physical body with a sense of detachment, in a tone of irony, wit and humor. The sentences are intelligently crafted. Elucidating her accidental fall, she writes, ââ¬Å"So many movements unbalanced me, and as I pulled the door open, I fell over backward, landing fully clothed on the toilet seat with my legs splayed in front of me:â⬠¦..the building deserted, I was free to laugh aloud as I wriggled back to my feet, my voice bouncing of the yellowish tiles from all directionsâ⬠(Para 1). Even in such a grim situation, she exhibits her capacity to remain in good humor and thus generates confidence. That is no ordinary sense of humor; it is the challenge to her destiny that brings her physical body to such a sorry state, but it fails to beat her mental toughness. She neither pities her condition nor condemns herself. She accepts her state of being ââ¬Å"crippledâ⬠as part of her inner experience. She shows how reading about disability is much different from experiencing the disability. Oneââ¬â¢s strength is tested when one undergoes the ordeal. Her inner strength is admirable and the tone is straightforward. She admits, everyone is entitled to oneââ¬â¢s opinion about her plight, and she is entitled to hers. I am devastated by her honesty. She is no more an active partner in the domestic environment and is unable to share the responsibilities, and watches with resigned pleasure how her children and other family members have readjusted to her changed physical condition. But she admits candidly, ââ¬Å"But I couldnââ¬â¢t bear the corroboration that around me were doing in fact what Iââ¬â¢d always suspected them of doing, professing fondness while silently putting up with me because the way I am. A crippleâ⬠(Para 17). But this is a situation in her life over which she has no control. She is aware, people who interact with her and family members with direct resp onsibility towards her, show special concern, consideration and kindness to her. But the structured of her deformed and fragile body has nothing to with her steely mental frame and her tough resolutions in life. She makes a matter of fact observation, ââ¬Å"People - crippled or not - wince at the word "cripple," as they do not at "handicapped" or "disabled." Perhaps I want them to wince. I want them to see me as a tough customer, one to whom the fates /gods /viruses have not been kind, but who can face the brutal truth of her existence squarely. As a cripple, I swagger.â⬠(Para 2) She believes that the medical practitioners are in the learning stage about her complicated condition and does not blame them for their initial confusion about the diagnosis. They are doing their best to monitor the developments happening to her body. She has her challenge, and they have their challenges. She describes her relationship with the doctors taking care of her: ââ¬Å"I may be frustrated, m addened, depressed by the incurability of my disease, but I am not diminished by it, and they are" (Para 30). She has converted her physical disadvantage to strengthen her spirit and sharpen the writing skills. Her words have more punch and imagination is more fertile, as would be seen from the words go in the essay. About the vital role her sense of humor plays in her life, she expresses her predicament and fear that the gravity of her disease may do irreversible damage to her existence and writes, ââ¬Å"
Formal systematic learning is of less important than informl learning Term Paper
Formal systematic learning is of less important than informl learning. Discuss this statement with reference to theories of learning - Term Paper Example In relation to standard typology, there is a need to gain more understanding of intended learning not separately, but in connection to others. The role played by informal learning and tacit knowledge in organizations is widely acknowledged but insufficiently understood. It is one of the core premises of adult learning that adults resort to life experience to beneficial outcome in learning or training programs (Smith & Defrates-densch 2008). There is sparse previous empirical evidence regarding how this occurs, and none of which puts emphasis on tacit knowledge use and its role in the learning mechanisms and outcomes in shifting between contexts over time (Smith & Defrates-densch 2008). The need for broader recognition of skills and knowledge through informal learning is only one aspect of a debate focused on the characteristic of the purported knowledge-based economy and the ways whereby the knowledge involved is organized and applied (Moon 2004). The current debate has been intensified by economists and labor market scholars, generating new potentials for interdisciplinary engagement with learning scholars and social/educ ational specialists in attempting to understand more what it is that really makes up the knowledge-based economy and the position of informal learning in this context (Rainbird & Munro 2004). Informal learning includes accidental learning in the workplace and in areas of endeavors outside the formal economy. It may also involve intended and explicit frameworks of learning performed in any of these contexts which are not acknowledged within the system of formal education and training (Bratton, Mills, & Pyrch 2003). Informal learning has well-built tacit domains. The explicit is easily collected, organized, and communicated to others whereas the tacit is personal, subjective and experiential, and considerably harder to communicate (Evans, Hodkinson, & Unwin 2002). This paper argues
Thursday, October 17, 2019
MHE514 Module 5 Case Essay Example | Topics and Well Written Essays - 500 words
MHE514 Module 5 Case - Essay Example There is a need to utilize very defensive responses to diminish new terror threats. The only effective response is a dynamic system that can assess and monitor the threat and our vulnerabilities and respond convincingly. The main aim to restore the sense of safety and security available to the public before the September 11 debates. There is a need to monitor potential hotbeds of terrorism. The ubiquitous and continuous, the persistent observation of terrorist locations, combined with precision interdiction of terrorist cells is important. There is a need to neutralize the threat. The governments can invest in small gadgets that have a global positioning locator, sensor, communicator, and a computer. These devices can be distributed by the military to its different outposts throughout the country in order to give a comprehensive picture of enemy movements. Government borders must be highly friendly to trade, yet opaque to enemy transmission of goods or personnel. The tricky action is how to increase the trade flow and legitimate visitors while diminishing the number of harmful gadgets and illegal visitors. The countries can invest in better gadgets and adopt a different way of looking at things - instead of a border, a zone. This global system will track the flow of goods, with cooperation from other friendly countries. A smarter way to minimize damage from future ter
Economic Determinants of Higher Education Demand in the UK Assignment
Economic Determinants of Higher Education Demand in the UK - Assignment Example Advancement of new technologies and globalization has created complex high competitive environments in businesses. Thus, contemporary graduates commonly find occupations as programmers, journalists, primary school teachers, marketers, and retail managers. Higher education sector not only contributes to the development of countryââ¬â¢s human resource, but also it provides a profitable business venture and a prominent source of export income to the UK (Universities UK, 2011). Therefore investigating the determinants of the demand in this sector can be beneficial to countryââ¬â¢s economic growth. This study is focused on identifying the impact of studentsââ¬â¢ demographic characteristics on demand for higher education. It also examines the types of occupations in which graduates are significantly employed. The higher education sector in the UK comprises of universities, university colleges, specialist higher education institutions, and other higher education colleges. According to the statistics, there are 115 universities and 50 other higher education institutions in the UK. The demand for higher education derives from labor markets in UK, EU countries, and non-EU countries. The United Kingdom has a competitive advantage in providing higher education to the world due to its global reputation, elite higher education brands, historical trade and political links, the popularity of the English language and culture, and post-study employment prospects (Universities UK, 2012). These can be considered as ââ¬Å"pullâ⬠factors (Mazzarol & Soutar, 2002). There are also ââ¬Å"pushâ⬠factors contributing to the growth of this sector. The push factors are largely generated based on the socio-political environments in the home countries of international students (Mazzarol & Soutar, 2002). Thus, changes occurring in those countries can affect the growth of higher education sector in the UK.Ã
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