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Last modified
1/26/2010 12:53:34 PM
Creation date
10/12/2006 12:06:45 AM
Metadata
Fields
Template:
Water Supply Protection
File Number
8027
Description
Section D General Correspondence - Federal Agencies - US Department of Agriculture-Forest Service
State
CO
Basin
Statewide
Date
5/21/1964
Author
American Forestry As
Title
A Conservation Program for American Forestry - Policy Statement - American Forestry Association
Water Supply Pro - Doc Type
Publication
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<br />U lJ l G '<. '-' Vi!II' <br />management, include substantial instruction in forest <br />management, with particular ;:tttention to the inter- <br />relationships among these fields. <br />3. That general courses in forestry offered to stu- <br />d~nts in natural scie,nces, and the liberal arts be <br />conceived and developed with full regard for the <br />proper relationship of forestry to the over-all natural <br />resource program. <br />4, That-" specially designed seminars or short <br />courses be developed. as a means fot assisting sci- <br />entists trained in other disciplines to become "at <br />home" in the forestry research environment. <br />C. For Technicians <br />A limited amount of subprofessional instruction <br />in forestry is available at several institutions. Un- <br />Q1;1estionably need exists in the public agencies and <br />the wood.using industries for technicians with such <br />training. Unfortunately, however, as not~-- above. <br />under "Education- for the Profession" much. of this <br />need is preseutlybeing filled by professional foresters. <br /> <br />We recommend: <br />1. That a careful 'study b~' made to determine <br />the circumstauces under which generally expanded <br />technical education may be advantageous. <br />2. That until adequate justificatjpn appears for <br />promoting additional training at this level, the num- <br />ber of non-degree granting subprofessional programs <br />desigued to train forest technicians remain limited, <br />and additional schools be cousidered with caution, <br />and only in those areas where the economy de- <br />pends to a great extent on its fore~t resources. <br />3. Technician' training programs should be de- <br />veloped only in close liaison with professional for- <br />estry organizations. <br />D. For Vocational Students <br />Programs for vocational students might be estab- <br />lished in entirely separate institutions, junior col- <br />leges, vocational high schools, or in the forest indus- <br />tries. IIi any event, the training of vocational stu- <br />dents 1S not regarded as a proper function or respon- <br />sibility of a university or college. The financial and <br />other requirements 9f adequate education at the pro. <br />fessional level have become so exacting that these <br />needs. should be fnl1y met before .uchresources are <br />expanded in subprofessional i~struction., Where .such <br />vocational training is ,instituted; it ~ho.uld b~ giyen <br />"off campus" and taught by a faculty separate from <br />that. which gives professional instruction. . <br />In addition to the more formal vocational instruc- <br />tien which may be offered under the aegis of edu- <br />cational, - public or industrial _ agencies, there is inde. <br />pendent need for programs designed to provide non- <br />professional personnel with instruction in the tech-_ <br />niques involved in forest. practice and in harvesting <br />and manufacturing operations. These programs can <br />be presented as in-service training at field headqtiar- <br />.ters Of as short courses at educational in.stitutions. <br /> <br />26 <br /> <br />.. <br />We recommend: <br />1. That vocational instruction include supervisory <br />procedures such as foremanship, fire control meth.. <br />ods, timber cruising, scaling, lumber grading, tree <br />planting and related subjects. <br />E. For Forest Landowners <br />More than half of all the commercial land is in- <br />cluded in some 4.'h . million non-industrial forest <br />holdings averaging ab'1"t 57 acres each. . These small <br />forest holdings, farm :and non-farm, include much <br />of this country's potentially most productive and <br />most accessible commercial forest land. Their own.. <br />ers usually are laymen, in respect to fore.st practice. <br />Relatively few of these people enjoy the advantages <br />of continuous access to a professional specialist who <br />is thoroughly familiar' with the owner's particular <br />objectives in owning forest land, and able to tailor <br />forest development plans and operations to fit such <br />objectives. <br />The key issues in planning and conducting pro- <br />grams of education. for private individual owners <br />have changed. The question a decade ago was: Will <br />such owners respond? . <br />Today the issues pose such questions as: How <br />much response from these owners is required? In. <br />asmuch as funds and manpower for landowner edu- <br />cation programs are limited, how can we get the <br />greatest response per dollar invested in such efforts? <br />Which ones are most likely to find forest resource <br />based enterpris~ attractive in relation to other oppor- <br />tunities? Should our goal in landowner education <br />be to encourage wholesale expansion of production <br />from forest land or should it be to encourage only <br />those who are in the best position to produce effi- <br />ciently? <br />Although we do not have exact answers to some <br />of these questions, research and experience over the <br />past decade do prov~de some gu~dance. For: example, <br />state and local studIes of factors determining land- <br />owner interest in and practice of timber growing <br />indicate that both are related to size of ownership, <br />total wealth and income level' of the individual <br />owner. Further, the trend towards mechanization <br />of forestry operations _ presents advantages to owners <br />whose operations are large enough to make the use <br />of such equipment practical.. ..' <br /> <br />-.;;;; <br /> <br />We recommend: <br />1. That educational efforts to stimulate timber <br />production be directed more' sharply toward those <br />who are in the most favorable position to respond. <br />2. That such programs be based on careful selec- <br />tion of the audience with emphasis on the economic <br />opportunities which forestry presents. <br />F. For Wood Processors <br />Firms engaged in logging, transporting, and proc- <br />essing of wood products also represent a wide va- <br />riety of scale, skill, efficiency, and profitability, par- <br /> <br />27 <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />'..-',_.:-.. <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />...?<~._.,..%i <br /> <br />li~11~~ <br /> <br />Wi~~~';"':,t:">"___'.':>- ..:",::. <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br />.....",., <br />~~ <br />f$t~ <br /> <br /> <br /> <br /> <br /> <br />
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