An Economic Analysis of the Predator Problem in the Range-Sheep Industry in Utah

The economic effects, to the Utah range-sheep operation and to the economy of the state of Utah, of predation upon sheep were studied by use of a personal interview survey. This survey sampled 20 percent of the range-sheep operations in Utah. The sheep and lamb death loss from predation was found to be 61.0 sheep and lambs per 1,000 head of ewes in fiscal 1969. The survey. also showed that 71.36 percent of the losses were lambs and 28.64 percent were ewes. The total economic·lpss to Utah sheep ranchers was calculated to be 1,062,502 dollars as a result of predation, in fiscal year 1969. Using the Type II multiplier of 4.330 for the livestock industry, published by the University of Utah, the total economic loss, resulting from predation upon sheep and lambs, to all sectors of the economy of the state of Utah, was determined as 3,901,854 dollars The bounty system was found to be the least costly method of controlling predators, followed by private control methods. The Utah District, Division of Wildlife Services, had the highest control cost per predator, and this increased drastically when a change of name and changes in personnel and policies were instituted for this federal predator control agency

Properties of R-HPDC AI-Zn-Mg-Cu aluminium alloys

Five different Al-Zn-Mg-Cu alloys were produced by rheo-high pressure die casting (R-HPDC) of which the as-cast microstructures were characterised with scanning electron microscopy (SEM) and energy dispersive X-ray spectroscopy (EDX). The primary aluminium grains and eutectic phases were observed with SEM backscattered electrons (BSE). The overall compositions of the eutectics were measured with EDX and were found to be relatively similar, regardless of the alloy composition. Two further Al-Zn-Mg-Cu alloys were produced with the same compositions as the eutectics in the R-HPDC alloys. These eutectic alloys were also characterised with SEM and EDX. One of the R-HPDC alloys was also cooled in vacuum and characterised with SEM and EDX. The as-cast alloys were characterised with differential scanning calorimetry (DSC) and X-ray diffraction (XRD). DSC results showed that all the as-cast alloys had different melting points depending on the phases present in the solidified alloy. XRD showed that the as-cast alloy eutectics had one of two crystal structures for the second component besides the (Al) phase, which were hexagonal or cubic, or a combination of both depending on the overall composition and cooling rate. Modelling of non-equilibrium alloy solidification was also done using Thermo-Calc with the most recent aluminium database. It was found that the calculated and measured results compared favourably. The remaining phases in all the alloys, after homogenisation and artificial ageing, were characterised with SEM and EDX to assess the influence of impurity elements. It was found that Fe and Mn react with Cu, and Si with Mg. Experiments were also conducted to assess the effect of composition on the hardness and yield strength of all the alloys after homogenisation and artificial ageing. A precipitate composition for the T6 condition, from literature, was used for the calculations. It was found that there were reasonable straight line relationships if the impurity elements were neglected. On the other hand, there were near perfect linear fits when the influence of impurity elements was taken into account. The optimum Al-Zn-Mg-Cu alloying ratio for a dilute aluminium alloy is the composition of the precipitate modelled. The ratios were Al7.4Zn45.4Mg38.6Cu8.6 for the T6 condition and Al15Zn39Mg33Cu13 for the T73 condition

“I just wanted to learn Japanese and visit Japan”: The incentives and attitudes of international students in English-Medium Instruction programmes in Japan.

With growth in English-Medium of Instruction (EMI) in higher education, there have been increasing calls for research on this expansion, particularly the challenges facing students. Despite the growth in international students and ambitious target recruitment numbers in places like Japan, much of the EMI research to date focuses on home students. This article reports on a study with international students enrolled on EMI programmes in six Japanese universities. Data was collected using open-ended questionnaires (n=102), interviews (n=10) at four of the six universities, and 3 focus groups (Japanese and international students) at three of the six universities. Results show that unlike home students, international student enrollment in EMI programmes is not linked to goals to improve English proficiency; many are simply interested in Japan or learning Japanese. While students recognized the benefits of EMI, they discussed numerous challenges, particularly language-related issues in classrooms where they study with students of varying levels of English proficiency. This study provides key insights into EMI policy implementation and the needs of an important group of stakeholders who have long been high on the government’s internationalization agenda in Japan

Institutionalising English as a foreign language teachers for global sustainability:Perceptions of education for sustainable development in Turkey

In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted andshaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmentaldimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reportedit as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainlyemphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD

Higher education medium of instruction and career prospects:an exploration of current and graduated Chinese students’ perceptions

This article reports a mixed-methods study that explored university students’ perceptions of whether and how English Medium Instruction (EMI) improves career prospects. Questionnaire (n = 100) and interview data (n = 20) were collected from current and graduated (alumni) students from an EMI Finance programme at a Chinese university in Beijing. Participants reflected on their EMI experience and/or career experience to determine whether or not their employability had increased. Findings showed that both cohorts of students were positive that EMI will/had increased their career prospects. They believed that EMI could/had expanded their career choices as well as provided more job opportunities by improving their English proficiency. Overall students agreed that using EMI meant less content was taught, however, denied that this would negatively affect their career prospects. Practical implications for pedagogy are discussed.</p