676 10 13609 https://digitalcollections.lakeheadu.ca/files/original/1502ecfcfbd19ebdd55ae23fdd4311fc.pdf 4a37218e33e32f7972eb8ddf22291daa PDF Text Text LAKEHEAD UNIVERSITY School of Forestry Introduction Page 1. Historical Aspects Page 3. Programs in the School of Forestry Page 4. Staff Page 5. Student Admissions Page 6. Enrollments in Forest Technology Page 7. Current Expansion Page 8. Expansion Possibilities Page 10. Proposed Expansion Page 13. Requirements for Staff, Space, Equipment, Library Page 14. Do We Need Another Degree Granting University in Forestry? Page 17. Production of Professional and Technical Foresters in Canada by H. Blenis Page 20. Reasons for a Degree in Forestry at Lakehead University Page 22. Forestry & Forest Products (Department of Manpower and Immigration) Page 25. Employment Prospects F.A.O. Study and N.E.S. Bulletin Appendix (A) Interim Report on Forestry Education (Dean Garratt) (B) School of Forestry - Estimated Enrollments 1967 - 1975. (C) University of Toronto - Some Facts and Figures �INTRODUCTION Forestry in Canada is now in the grave situation where defi~ nite signs of the lack of long-term planning are so· evident that Mr. R.M. Fowler, President of the Canadian Pulp dicted that: & Paper Association, pre- "Canada will face a wood shortage by 1975 unless immedi- ate steps are taken to improve forest policies and management techniques". Mr. Fowler went on to say: "The changes in demand will, in a few years, tax forest resources to full capacity and Canada will face a shortage of wood unless we move quickly towards better forestry legislation, improved silviculture and protection, and grow the wood we need". Long-term planning for the future in forestry education ' parallels the lack of planning in the forests. Universities of Degree grant- ing status in Forestry have long ago lost the agressiveness required to compete for the finances required to expand Forestry education t~ the position it merits in our country. A look at the vast gap between the considerable dollar value of our forests to Canada's economy and the meagre amount that is made available for Research and Development should indicate the gravity of the situation to our country. Canadian Forestry education should never have been ignored to the point · where so called "crash programs" are necessary. To say we have been slow to develop Forestry education is a gross understatement. Our planning for the future has been almost non-existent. When Mr. Fowler of the Pulp and Paper Association mentions [ �1975 as a critical point in wood supply, I feel certain that a man in his position knew that we are already too late to grow extra wood in that period of time. Foresters will verify that it requires at least 30 years to grow a commercially sized tree under the best climatic conditions we can find in Canada. In the field of Forest education, it takes time to develop and consolidate a good program and it takes time for graduates of new schools to prove the worth of the educational program. "Better late than never" is a sad but hopeful proverb that must be applied to Forestry Education. The observations and recommendations presented in this report will hopefully create a viable atmosphere for expansion and progress in the School of Forestry at the Lakehead University. (_ �LAKEHEAD UNIVERSITY (Forest Technology Diploma and Forest Research Technology Certificate Program) Lakehead University had its origin in the Lakehead Technical Institute, established by the Ontario Department of Education in 1946. Classes in Forestry began in September 1948. At that time, its offer- ings comprised two-year programs leading to Diplomas in Forest Technology and Mining Technology and first-year courses in Arts and Applied Science; sed. additional programs were developed as the enrollment increa- This development marked the initial step in making post-secondary education available in Northwestern Ontario; at that time, the nearest universities were located 600 miles to the west and 1,000 miles to the east of the Lakehead. In 1957, the Institute became the Lakehead Col- lege of Arts, Science and Technology and was established on its present site, a 200-acre campus located between Port Arthur and Fort William and donated by the former city; administrative control of the College was placed in the hands of a Board of Governors. Second-year Arts courses were added to the College program in 1960-61 and in 1962 the original Lakehead College of Arts, Science and Technology Act was amended to give the College "university powers" to establish faculties and "to confer university degrees in Arts and Science". The first such degrees were awarded in 1965. The Lakehead University Act of 1965 provided the charter for continuation of the College under this new designation. Responsibility for its adminis- trative control continues to be vested in a Board of Governors, while overall internal administration of all academic programs is provided ( by the University Senate, comprising the President, Librarian, �Page 2. Registrar, Deans and Directors, Chairman of Teaching Departments, and three elected members representing the academic staffs of the Faculties of Arts and Science. The combination of university (degree-granting) programs and technology (diploma) instruction is justified on the basis of the relatively sparse population of the region in which the University is located (100,000 at Lakehead, 300,000 in Northwest Ontario) and the need to ensure a student body of sufficient size to warrant first class accommodations and facilities for instruction, as well as a larger faculty and increased opportunities for specialization. Until 1967-68, the university and technology students shared the same physical facilities, but the completion of a separate building , .... containing classrooms and laboratories specifically for the technology programs has provided much needed space and relieved,at least temporarily, a badly overcrowded situation in the University as a whole. The academic programs at Lakehead University are organized in three divisions: The Faculty of Arts, offering instruction leading to the Bachelor of Arts (General and Honors) and Master of Arts degrees; the Faculty of Science,with programs for the Bachelor of Science (General and Honors) and Master of Science degrees; the University Schools offering courses at both the degree and diploma levels. The degree programs in the University Schools provide the first year or first two years of study for students contemplating transfer to other universities for the purpose of completing professional education (except for the School of Nursing which offers three- and four-year resident instruction leading (_ to the B.S.N. degree), and the School of Business Administration which offers a four-year B.Comm. degree. �Page 3. The University Schools Division is composed of five separate schools, of which the School of Forestry is one. ,Three specific programs are currently offered in Forestry: (1) • Forestry Degree Program, covering the first two years of a professional (B.S.F.) degree course and designed to prepare young men and women for advance standing admission in the Faculties of Forestry at the Universities of Toronto and New Brunswick. initiated in 1965. This program was It is discussed in some detail in the section of this report devoted to Pre-forestry Programs. (2) Diploma in Forest Technology, a two-year program of academic study and practical training intended to prepare students for work as forest technicians, offered at Lakehead continuously since 1948. This is not necessarily a terminal program, since the opportunity to continue on to a professional degree (B.Sc.F.) is available for those students who demonstrate above average ability in their work at Lakehead and satisfy the admission requirements of the university to which they would transfer. (3) Certificate in Forest Research Technology, a one-year course of study initiated in 1967-68 for people who wish to enter the field of research and development at the technologist level. Admission is restricted to students who have already received a diploma in Forest Technology from Lakehead Universit' with an overall average of at least 60%. C �Page 4. A 12-man advisory committee is planned, as a means of providing liaison between the School of Forestry and the forestry profession, the forest industries, and the public agencies concerned with forest administration and research. Its membership is intended to include re- presentatives of these groups, as well as a recent graduate of the School and an undergraduate. Direct contact is maintained with the Deans of the Faculties of Forestry at the Universities of Toronto and New Brunswick. Staff The Staff of the School of Forestry is headed by a chairman, who holds the rank of associate professor in the University. ports directly to the Director of University Schools. He re- Assisting him in the instruction are four full-time lecturers and a sessional lecturer, the latter a specialist in forest fire control who is an employee of the Ontario Department of Lands and Forests. All but the indicated specialist_ have professional forestry degrees, and three of them also hold advanced degrees. It is anticipated that two more full-time ins- tructors will be added to the staff by 1974-75, at which time it is expected that a full four-year degree course will be offered at Lakehead University. Full-time staff members are employed on a 12-month basis, but are relatively free from mid-May to September. However, they are expec- ted to engage in summer activities which relate to their professional interests. All initial appointments are probationary, and a minimum of four years is required for tenure. L Instruction in non-forestry subjects is provided by members of the Faculties of Arts and Science and the School of Engineering. �Page 5. Student Body The Basic requirement for admission to the two-year Forest Technology program is attainment of an Ontario Secondary School Graduation Diploma after four years (Grade XII) of successful study in the five-year program, with a minimum average of 60 percent in Grade XI and XII Mathematics, Physics, Chemistry, English and History. A student who has obtained the Secondary School Graduation Diploma with high standing in a terminal four-year program may be considered for admission on an individual basis. Applicants from other Provinces must submit evidence of equivalent standing. In addition, students 21 years of age or older who have been away from formal education for more than two years and who do not meet the minimum education requirements, may apply for admission as special adult students. They are evaluated on an individual basis, with due regard for qualifying experience; they may be admitted on a trial basis and may be required to take extra courses to qualify for the Diploma in Forest Technology. Promising students enrolled in the Diploma program may transfer to the Degree program at Lakehead University. However, if they in- tend to transfer to the University of Toronto to study for the professional (B.Sc.F.) degree, they will have to take '3: "make-up" year in which they must attain the standard of the Grade XIII program. This does not apply to transfers to the first year of the forestry course at the University of New Brunswick or to other universities requiring only a Grade XII certificate for admission. ( �Page 6. Admission to the program leading to the Certificate in Forest Research Technology is based solely on satisfactory completion of the course of study leading to the Diploma in Forest Technology at Lakehead, It is, in effect, a third year specialized extension of that educational experience. Enrollment in the Forest Technology program has shown a steady growth, especially since 1961, and further increase is projected for the next several years. The average annual enrollments are indicated in the I following tabulation: Period* ( I' '-' roximate ❖nnual Enroflments otals ~~~ st Year A~era~a eco ear 1948-49 to 1952-53 10 6 15** 1953-54 to 1957-58 10 5 15 1958-59 to 1962-63 19 7 26 1963-64 to 1967-68 46 21 67 1968-69 to 1970-71 (projected) 75 45 120 *By five-year periods, except for the projected three-year interval of 1968-69 to 1970-71. **Total enrollment influenced by fact that only first-year students were in residence in 1948-49. With reference to the indicated anticipated enrollment for the period of 1968-69 to 1970-71, it is now expected that the figures will need to be revised downward somewhat, as a consequence of the establishment of the two-year Forest Technical program at Sir Sandford Fleming and Cambrian Colleges and the prospect of additional offerings ~t other units in the new community college system. In addition, the University is prepared to limit admission to high school graduates with a 60 percent or better average. �Page 7. Current Expansion The School of Forestry is presently engaged in the development of a proposed third year course in Logging Technology (September, 1969). The objective of the course is to provide the students with up-to-date knowledge and skills in the field of wood harvesting, so that the employer in the woods industry will have a source of trained personnel that should prove valuable in the organization and work that is involved in modern mechanical harvesting. Cooperation by employers in the training of this type of personnel is considered to be of great importance and it is expected that about 50% of the proposed course will be in the form of on-the-jOb training. The financial outlay in training equipment would be considered much too great for the School to propose the course without the assistance of industry. No significant demands are expected to be made on the School Budget in the Logging Technology course. industry, With full cooperation from lecturers and discussion leaders could be drawn from the professional ranks in industry without remuneration from the School of Forestry. A brief report on the course development to date follows. ( �Page 7a. MECHANICAL HARVESTING TBCHNOLOGY Progress Report fl A. Bartholomew September 19, 1968. During the past summer, meetings were held with the wood· lands personnel of the following companies to discuss the University's pToposal to institute a program in Mechanical Harvesting Technology: a) Tho Ontario Paper Compnny Limited b) American Can Company of Canada Limited c) Domtar Limited (Nipigon Woodlands Divisio0 d) The Ontario Minnesota Pulp & Paper Compnny Limited 4) Kimberly Clark Pulp & Paper Company Limited f) Dryden Paper Company To date, the woodlands personnel of the followinp, companies have heen unavailable for a meetj1tg: ( a) b) Paper Company Abitibi Paper Company The fircnt Lakes In summary, it may be said that there is complete agreement with i 11 the i rnlu~try with respect to the need for well trained logging tcchuologi~ts on modern mechanical hnrvesting operations. pt''iC';' ~al an d s chedule. Each of Companies h:n,•e agreed to a meeting of their re p t1 !-;.-..~n t at i ve ~ and the Unive r sity some time this winter to discuss our fi nal propose]. fhe list hclow presents those subject areas which must be (_ sub j ect a r~ ~s roay ~c more conveniently taught as a single course chnH ~.!S sr:par:i.te courses.. This prog;.~am will create a need for some incr~a~e in the Forestry staff and it wili ·be ncccs$nry to rely �P;1gc 7h. heavily on very specialized service courses. In many cases i~ will be inadequate to simply use existing service courses. quite explicit on this point. Indu~try was They do not want half-trained fores- ters; they want highly specialized technologists and are unwilling to cooperate in a program that produces anything loss. Planning and Control of Logging Operations Road Location and Construction Transport of Forest Products Senior Report Bartholomew Sen-.inar Statistical Analysis Principles of Time and Motion Study School of Forestry Introduction to Computer Science Woodlands Accounting Production Mnnagoment Human Relations Trade Unionism School of Business Introductory Economics Economics Department Report Writing English Department Equipm~nt En~in~crini Engineering Department Statistical Analysis and 'fime and Motion Study are shown as bein~ ~iven by the Forestry Department. As we move to <lcp.rec status, it will he imperative that we have a mensurationist-statistician on d1e- Forestry staff. He should, therefore, be hi r<::<l now and coul<l be- gin wnrk by teachin~ first year mensuration, statistics to Degree II stuc1ents 1 and the two courses given above. Siuce my work load wjll be greatly increased, the Photogrammctry course woulJ. have to be taught by someone else. The addition of a photo~rammotrist to the staf~ would a1so make us better equipped for do~rec work, and this man could handle ~art of the RoaJ Location course. If the Mechanical Harvostiug program is to begin next fall, we mu~t have firm commitmentg on ~ervice courses and on budget increases for a<lditional staff. �Page 8. Expansion Possibilities 1) Third-year Technology programs in each or any of the following fields: a) Natural Resource Management - The trend toward the consolidation and research in the field of natural resources will require the help of expanding numbers of Technologists with a broad background in Biology, Zoology, Soils, Water, Management Forests, Plants, etc. b) Forest Products Research - . The recent Seminars on Forest Products and Utilization held in the Lakehead by the Northwestern Ontario Development Council pointed up the lack of diversification in the forest products manufacturing industry in Northwestern Ontario. There is definitely a need for trained Technolo- gists in the area of products research in both industry and Government. c) Fish and Wildlife Management - The trend toward the scientific and professional approach in the management of wildlife resources has gained a great impetus in recent years, The Fede- ral and Provincial Governments will very likely be the parties most involved and there is no doubt about the future need for trained Technologists in the field. d) Forest Soils Research - Canada has just begun to scratch the surface in forest soils. There is a definite need to have the forest soils and sites classified before much progress can be made in the scientific management of our forest resources. (_ __ �Page 9. The Federal and Provincial Governments are now beginning to expand the work on soils under the ARDA program, and there is a demand that now exists for Technologists trained in soils and classification procedures. 2) Establish an Honors B.Sc. in Forest Biology In cooperation with the Biology Department an Honors B.Sc. program could be worked out and, while such a program would be of considerable value in the field of Forestry, it would not really constitute an expansion in the School of Forestry, as the credit would naturally fall on the Biology Department. 3) Offer a five-year program leading to a B.Sc. in Forestry with an opportunity to specialize in the fifth and final year. Entrance could be from Grade XII and the course could be of our own design. ( The drawback would be the number of fully qualified instructors that would be required in the final years and until Ontario is generally accepting Grade XII students into University programs we would run into opposition from the O.P.F.A., Toronto and the C.I.F. in Ontario. 4) Offer a full Four-year Program of Our Own Design From the point of tailoring a program to the area needs, it is likely that we could design something worthwhile for Northwestern Ontario. Objections would be that not all students would be from Ontario and we might have too much emphasis on some subjects to the detriment of the general education of the foresters. (_ �Page 10. 5) Offer the third and fourth years of the University of Toronto, or at least along the same lines as the general course offered in Toronto. I would consider adding the third year in September 1970 and the fourth year in 1971 as our major objective in the School of Forestry. I believe that if we get the Technical course in Logging established, continue on with the Research Technology and get the third year of the degree course by 1970, we will be expanding at a reasonable rate both academically and economically. There is certainly a distinct advantage to the Techn~logy program in instituting a full degree program as the two or more full time instructional staff that we will have to employ would be able to take part in future expansion of the Technology programs. The enrollment in the degree course over the period that we have had it established indicates that we can expect sufficient students to justify the operation. I would also think that the fact that we will be offering the complete course would have the tendency to attract better students from the high schools than the rejected ones from Toronto. 1966-67 1967-68 1968-69 Enrollment School of Forestry in the Degree Program 1st Year 9 17 32* 2nd Year 0 4 11* *Cannot be verified as absolute in the Registrar's office as yet. C �Page 11. The Proposed Expansion The proposed expansion is to offer the third and fourth years of a general course in Forestry along the lines of the Toronto (General) curriculum. The general course in Toronto has received recognition in the Provinces and in the United ~tates, and should be a course that would provide an agreeable beginning. The objective is to begin with an already recognized curriculum and revamp when considered necessary. Core Requirements for a Professiona1 Course Minimum Requirements Dendrology Forest Ecology Silviculture Forest Protection Forest Mensuration Forest Economics Forest Policy Forest Administration Forest Management Other professional subjects that depend on the type of programme as options offered by the College or University. Logging - Principles & Practices Wood Technology Wood-using Industries Management of Resources depeident on or related to Forests. C Forest Valuation Advanced work in any Core subject �Page 12. Non-Professional Subjects English - communication - written and oral, report writing, . public speaking Botany - general, systematic, physiology, ecology, genetics Zoology - general Chemistry - general and elementary organic Physics - general Mathematics - trigonometry, algebra, statistics, analytical, geometry, calculus Geology - physical and some historical and physiographic Soils - general Surveying - Boundary survey - rnappery and cartographic drafting Economics - organization - specific conditions as applied to Forestry ( Political Science - organization and functioning of governments. Public Administration Restricted and Free electives in the social sciences. Note: The University of Toronto course in Forestry certainly covers the minimum requirements as set out by the Society of American Foresters in the U.S.A. We, at the Lakehead, could decide to place more emphasis on Logging or Utilization after we feel we are soundly established. �Page 13. Staff Requirements A minimum of six (6) full time professors in the core subjects, plus the utilization of professors in Mathematics, English, Botany, Zooology, etc. Should the course be established by September, 1970, then two new staff members would be required in the core subjects. 1971, two more added to Faculty. By September Further additions would be dependent on options offered, the basic number of six are required for a general Forestry course. Laboratory assistants would be necessary as work loads increased but would be drawn from senior students when they became available. Required Space ( Equivalent of four extra 20-30 student classrooms by 1971. Required Equipment No other specialized equipment would be required, but only • addition to equipment already in use. Budget Requirement Salaries Salaries & extra & extra equipment 1970-71 $30,000 equipment 1971-72 20,000 Library Facilities We have sufficient material now to carry out an under graduate program. Should the proposed expansion in the Degree program actually take place by 1970-71, then the only other expansion that may be pos( sible by 1975 would be in the establishment of other options in the third year technology programs. �Page 14. I personally feel that a trained technologist in Wildlife Management or in the ~anagement of Natural Resources will have the greatest opportunity in the coming years. Third year programs as mentioned have the distinct advantage of utilizing a great deal of instruction offered by the Biology Department, and should prove to be a most economical way to finance a course. Do We Need Another Degree Granting School of Forestry? F.A.O. panel on Forestry education summarizes the world need as follows. Present number of Foresters 75,000. forests, eleven thousand million acres. Forested land in world Acres per forester - approxi- mately 150,000. If world forests were managed at the level now attained in the U.S.A.(which is far below the level practised in Europe) then the world would require some 300,000 foresters, or four times the number now employed. If we were to strive for such a goal for the year 1980~ then beyond natural replacement we would need some 11,250 foresters annually. The existing schools in the world are equipped to graduate some 8,000 annually, of which about 3,000 are needed for replacement; this leaves an annual deficit of some 6,250 foresters. Some areas of the world are equipped to graduate sufficient for the needs of the immediate future and perhaps a brief look at the distribution of forestry schools in the major forested countries would help. �Page 15. Education Facilities in Forestry on a World Basis ~ How does Canada compare? . Universities, Coll~s and Sch~_(?.!_~_ ~~.!!! :forestry Pro_&_!~ms Universities & Colleges Technical Courses U.S.A. 40 ·s Japan 25 U.S.S.R. 23 Country Elementary Courses 19 26 Australia 8 U.K. 4 12 Canada 4 13 Brazil 1 Countries in Order of Size of Forested Area Coniferous Hardwoods 1. U.S.S.R. 1. Brazil (Tropical) 2 . Canada 2 . South Africa (Tropical) 3 . U.S.A. 3 . U.S.A. (Temperate) / l w- N.B. Coniferous Forests provide the bulk of commercial wood. Schools in Order of Forested Area Country U.S.S.R. Professional Schools Technical Schools 23 26 Canada 4 13 U.S.A. 40 8 �Page 16. Canada, although second in the world in size of coniferous forested area, comes an extremely poor third in the facilities for forest education. The comparison between educational facilities in Canada and the U.S.A. is quite evident in the number of forestry graduates produced yearly. Bachelor Degrees Granted in Forestry Year U.S.A. Canada 1958 1,358 150 1959 1,521 139 1960 1,466 115 1961 1,544 120- Undergraduate Enrollment in Forestry in 1961 / U.S.A. 8,612 Canada 756 Distribution of Forestry Enrollment in Canada for the year 1961. Toronto 103 U.N.B. 253 U.B.C. 186 Laval 214 A recent study on graduates of the professional and technical schools in Canada shows that while we are steadily improving the supply of technologists, we are hardly holding our own in the professional field. �Page 1 7. "Production of Professional Foresters and Forest Technicians in Canada" H.W. Blenis, June 1967 Introduction "Data on graduates and on enrollment and graduates was secured from all professional and technical forestry schools respectively by means of a questionnaire. "Appreciation is expressed to all school executives for their prompt and complete compliance.with the request for information. "The four professional forestry schools in Canada graduated an aggregate of 110 graduates in 1967. This year's graduating classes brought the number of professional' foresters produced by Canadian schools to a total of 3,524. Numbers of 1967 graduates and · total graduates by school are shown in Table 1. ( Table 1 - Graduates of Professional Schools Schoo-I Graduated 1967 Total Graduates June 1967· Toronto 21 962 New Bi:,unswick 29 1,002 Laval 27 663 British Columbia 33 897 110 3,524 Totals "In contrast to the four professional schools the 11 technical forestry schools in Canada have graduated or expect to graduate 508 forest technicians in 1967. By the end of 1967 the aggregate produc- tion of forest technicians will amount to approximately 6,992 or in round numbers 7,000. given in Table 2. Data for Canadian technical forestry schools is �Page 18. Table 2 - Technical School Enrollments and Graduates Currently Enrolled School Graduates to December 1966 Expected to Graduate 1967 Projected Total Graduates to End of 1967 Newfoundland 21 0 8 8 Maritime 69 925 65 990 Chicoutimi 30 1 0 0 0 Duchesnay 180 3,150 2 175 3,325 Ontario 113 1,507 110 1,617 Lakehead 45 106 16 122 Saskatchewan 52 43 26 69 Alherta 3 82 312 42 354 58 46 42 88 B.C.F.S. 5 13 395 24 419 Selkirk 28 6 0 0 0 6,484 508 6,992 B.C.I.T. 4 702 Totals 1 Initial year of three-year program. 2 Including technical specialist course graduates. 3 In-service personnel included in data. 4 Two programs: Forestry and Forest Products. 5 Data for basic and advanced courses combined. 6 Initial year of two-year program. "The preceding tables indicate that nearly five forest technicians were produced for every new professional forester who graduated in Canada in 1967. By the end of 1967 there will be approximately two trained forest technicians per professional forester in Canada. �Page 19. "The ratio of forest technicians to professional foresters has increased markedly during the sixties. In 1960 the ratio was about 1:1 (Blenis) essentially unchanged from 1952 (Blenis 1953). By 1964 it had increased to 3:2 (Blenis 1965) and in 1967 approached 2:1. The 1967 production ratio of approximately 5:1 and the appearance of three new schools suggest that the ratio will continue to increase throughout the decade." References 1. Blenis, H.W. 1953. The Role of Forest Ranger Schools in Canada and the United States. For. Chron. 29. 2. 1960. Specialized Schools. ( Forestry Education in Forestry Education in Canada. Canadian Institute of Forestry. 3. 1965. The Maritime Forest Ranger School and its Place in Canadian Forestry Education. Paper presented at the Annual Meeting, New England Section, Society of American Forestry. H.W. Blenis, June 1967. C �Page 20. It is now 43 years since a new degree granting course in Forestry has been established and while achievement in time may not be a measure of need, it is often a m~asure al progress. It requires a few years to establish a good course in Degree Forestry and our University should be prepared to help supply the demand that must surely arise in the near future. Other more obvious reasons support the establishment of a degree here at the Lakehead. Opportunity to become a leader in the field of Forestry Education in Ontario. Close to the forests that supply the bulk of commercial wood. Can attract students from Manitoba and Saskatchewan where forest conditions are similar. Providing a five-year course is established with minimum entrance at Grade XII standards, an opportunity will be provided to compete for Ontario students that now attend U.N.B. Definite need in the area for a centre of research in Forestry. Independent investigation can prove to be valuable to woodlot owners, companies and municipal organizations. Graduates should receive ready acceptance in Government or industry because of the reputation built up by our graduates in Technology and records attained at U.N.B. by Technology graduates that carried on to a degree. Cost of establishment of the Forestry course would be much less than comparable Applied Science courses. We have an excellent start on the necessary library facilities. �Page 21. Many practical aspects of the Forest industry are easily available in the immediate area, from logging to manufacture. Industry should proye favourable toward the proximity of a professional school. Greater interest w~uld be created in Forestry in the area high schools if a student could carry through to a degree. Support from Foresters in the area would come in the form of Guest Lecturers, Supply of Information and cooperation in research. Should be able to offer a better curriculum. We will be able to take advantage of experience and studies carried out. Course would be attractive to students from other countries where forest management is in the pioneer stage. ( Establishment of the course could enable us to approach the Dominion Forest Service for laboratory facilities in the area. The demand for Foresters will increase. We should plan for future opportunities and be ready to supply quantity and quality. We will require about ten years to become firmly established. The rapid expansion in the field of the Technologist will most certainly be reflected in the professional field. The older Forestry Schools do not have or seem not to have the ability for expansion. Wi �Page 22. Forestry and Forest Products* "In 1967 the four institutes offering diplomas in forestry and forest products technology - British Columbi~ Institute of Technology, Northern Alberta Institute .of Technology, Lakehead University, and the College of Trades and Technology at St. John's produced 95 graduates. An increase over this number of approximately SO per cent is anticipated in 1968. "However, as in previous years, the supply of graduates in forestry and forest products technology will not meet the expected requirements, which will again ensure very favourable employment opportunities for these graduates. Indeed the Canadian Institute of Forestry estimates at least two positions will be open to each qualified graduate. As a result of this strong demand salaries for these positions will remain very competitive. The average starting salary for 1967 graduates was in the range of $415 - $420 per month, although starting salaries in the Lakehead region have been reported as high as $450. 11 The entrance requirement to all of the institutes granting the diploma in forestry technology is a high school graduation diploma or its equivalent. The basic curriculum requires a strong background in mathematics, science, and English. These courses vary in content from such technical skills as drafting, surveying, and cruising methods, to such academic subjects as silviculture, entomology, pathology, botany, zoology, and dendrology. All of the institutes provide for some compul- sory period of field operations and strongly advise students to obtain related summer experience. �Page 23. "The course duration in forestry and forest products technology is two years and is intended to be terminal. However, Lakehead Univer- sity notes that its outstanding diploma graduates can obtain an advanced standing in a degree course in forestry. "The British Columbia Institute of Technology also offers a two-year option of forest products technology, which is designed to provide industry with graduates qualified in manufacturing and plant operations, quality control, and sales. This course, in addition to providing the student with the basic skills, emphasizes such specialized areas as the wood option which stresses the most economical methods in collecting raw timber and converting it into such commercial products as lumber, particle board and plywood. Another area of concentration in this course is the pulp and paper option which is concerned mainly with the theory and practice of mechanical, semi-mechanical, and chemical pulping and the conversion of pulp into such useful products as newsprint, paper, and textiles. "In Quebec, the institute of technology at Chicoutimi offers a three-year course in forestry technology and the Institut de papeter1e at Trois-Rivieres gives a course in pulp and paper technology of the same duration. "The Saskatchewan Technical Institute at Saskatoon offers a related but more -general course of renewable resources technology which is designed to provide students with the necessary skills and related knowledge required to equip them for employment as conservation officers, fish forestry, · and wildlife technicians, or park wardens. This course of study is the only one of its kind in Canada, stressing fisheries, wildlife, parks, and outdoor recreation along with other academic and technical subjects. �Page 24. "The demand for well-trained graduates in this discipline comes from a variety of sources. The College of Trades and Technology at St. John's reports an urgent need for people in such areas as pulp and paper operations, research, quality control, product sales, sealing production, and reforestation programs. Other institutes point out that with new principles and techniques being applied in industry and with the increasing importance of the lumber industry to the national economy, the demand for highly competent men in this field should continue for some time. "New graduates in forestry technology have a wide variety of employment opportunities available both in industry and government. Well-trained technologists are required in the protection of forests from fires, insect infestation, and disease attacks as well as in the supervision of regeneration surveys, planting, seeding, and nursing operations. These skills can be applied in such positions as conser- vation officers, forestry technicians with entomological and pathological surveys, forest rangers, field supervisors in reforestation programs, and in research. Graduates will also find numerous positions available with paper mills and organizations manufacturing products for the building industry where the skills acquired in forest products technology will be most useful. Finally the graduate may choose a position in the field or in logging where he will prepare and lay out setting plans and cutting boundaries; mark timber and survey and construct roads; or in the field of cruising and stand management where he will cruise timber stands for inventory and logging development." *Department of Manpower & Immigration Technical Institute Graduates. �Page 25. Employment In· a questionnaire cir~ulated to the incoming students this year (September 1968), considering the second year only, at least 85% indicated that they intended to continue forestry education after graduation. Future Employment Prospects "If world forests were to be managed on a level of that now I practised in the U.S.A. the difference between possible need and possible supply would be some 6,250 Foresters annually". (Source: F.A.O. Study on Forestry Education). "The need for the services of the professional Forester is likely to increase commensurately with demands for the products of Forest Operations, expansions of the Federal Department of Forestry and ~ emphasis of the trend toward more intensive management of forest land in the relatively accessible areas of the country". & Demand (Source: Supply of University Graduates, N.E.S. Work areas for forestry graduates are expanding. In recent years Wildlife Management, Land Management, Watershed Management and Range Management have been added to curriculums. �Appendix A STUDY OF FORESTRY EDUCATION IN CANADA Dr. George A. Garratt, Dean Emeritus, Yale University School of Forestry, was commissioned by the Canadian Institute of Forestry to carry out a study on Forestry Education in Canada. Unfortunately, the study is not yet complete and only an interim report can be presented here. ( �- ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -Appendix A - 1 f TECHNICA.L T~AINING PROGRAMS AND UNDERGRADUATl: PnOt=ESSIONAL FORESTRY EDUCATION IN CANADA 1 Dy GEORGE A. GARflft.TT 2 OJCf. 9H.3 - What is h:tppenlng to indu~1rial and goycrnment forest management i!l Cannda? - How do current trends relate f o thr education nml training of tcchnicinns and forrstcrs? - How will the Increasing number of {orc~1 technicians effect the occupational status and rdtu-:,Honnl level of the profcss-ion3l f orc~tcr? Dr. Gnrrntt, the Director of the Cmrndhm Forcstl'y Educ~tion Stncty, outlines his vie,,·s b~d on discussions and intcnicws held across Canada in 1966 nnd 1967. ] NTR.OnUCTION Professional education in forestry hnd its inception in Canada in 1907, with the creation of n Faculty of Forestry in the University of Toronto. Three other undergraduate programs were cstabli1;hed during the following 13 years: at the University of New Brunswick in 1908; the Quebec Forest School, now the Faculty of Forestry and Geodesy at LnvaJ University, in 1910; nnd at the University of British Columbia in 1920. The ensuing 47-ycar period is notable for the fact that no additional baccalaureate programs have been initiated, although at least two universities arc currently giving thou~l-it to such a move. However, definite interest is being evinced in the broad area of natural resource management ancl administration, and related programs have been established recently in a nllmbcr of non-forestry faculties in other than the four named universities. TJ.ie modern trend toward the formal training of technicians ha<i found a fcrti1c field in forc~try, with a cmrcnt count of 13 such programs now in existence in seven of the Canadi.,n provin~c~, a11d more under consideration in connection with the planned extension o( the community college system in several of these provinces. Pioneer among the institutions involved is L'Ecolc Forcsticrc in Quebec, founded in 1ns. The decade of the 40's saw the establishment of three addWon:il one-year ranger schools: Ontario Forest Technical School in 1943; D.C. Forest Srrvicc Traiuing School, an in-service- imtitution, in 1946; and The Maritime Forest Ranger School, also in 1946. In addition, the first of the two-year technical (or technological) institute type programs, that in forest technok,gy :it I.akchcad Technical Institute (now Lakchcad University) was organized in 1948. Jt is worthy of note that all of these older institutions arc still in opcrntion, as arc all the more recent ones. The most substantial ·expansion in forest technician trnining occurred over 1 /1.n ntcnsion ol the p.1pcr prcl,)arcd for presentation at the meeting oE ihc Dh·hion of Education, Joint CJF-SAF Meeting, Oltawa, Canada, on October 19, 1967. 1 Dean Emeritus, Yale University School of Forl'stry and Director, Canadi~n Forestry Education Study. 338 C / �Appendix A - 2 DECEMBER, 1967 339 r / the four-year period beginning in 1963, durine which time no less than eight programs were initiated, lar£cly us a co11~cqucnce of the financial incentive provided hy the i961 Federal Technical :mu Vocational Training Act. First to be established was the two-year rcncwal,lc resources technology course at the Saskatchewan Jnstitutc of Applied Arts and Sciences, which includes forestry as a significant part of its curriculum. This was followed in 1964 by the dunJ two-year forestry technology and forest products technology programs at the British Columbia Institute of Technology, and the forest technology course of like duration provid~d by the Northern Alberta Institute of Technology in cooperation with the Forest Technology School at Hinton. The school at Hinton also conducts an in-!:ervicc progrnm es!\cntially for the Alberta Forest Service, involving a 3-month basic rangt.·r course, begun in 1951, and a subsequent 6-month advanced forestry course, started in J 965; graduates of the latter program arc classified as forest technicians by the Alberta Forest Service. The year 1965 also brought the establishment of the two-year forestry technology program at the Newfoundland and Labrador Col1ege of Trades and Technology. The three most recent courses are the two-year forestry technology offering at Sdkirk College in British Columbin and the three-year forest technician course at the College of General and Professional Studies at Chicoutimi (Quebec), both organize cl in 1966, and the one-year program at the Sir Snndford Fleming Co1lege of Applied Arts and Technology, at Lindsay, Ont., ofiered for the first time this fall. It is s~gnificant that, in all but one of the technician•training programs, the instruction is in direct administrative charge of a professional forester. Furthermore, the majority (in several cases all) of the members of the teaching staIT in at least 8 out of the 13 jnstitutior1s hold baccalaureate degrees in forestry, and a number of them have advanced degrees. EVOLUTION OF LAND MANAGEMENT POLICIES AND PRACTICES Of paramount importance to both professional education and technician training arc the changes that have taken place in forestry and related land management policies and practices in the more immediate past and those that mny be anticipatt?d in the years ah~ad. The signifk::mt developments in these areas of resource management will largely determine the nature of the services the professional forester and the forest technician will be called upon to render and the econonlic, social, and political climate in which they will operate. Brief consideration is given in the followi!'!g paragraphs to a number of the more important factors involved. 1. Expnnsion of tlte forest industries The importance of the forc~t industries to the Canadian economy is clearly ucmonstrnted by statistics pertaining to the value of their products (some $3.7 billion in sales value per year) and .to thl.' numhcr of jobs prov~ded and wages and salaries paid (both amounting to 13 per cent of th·e total far all manufac• turing in Canada in 1963) 8 • These inc.I us tries have a particularly vital role in iMahood, hn, and F. Leslie C. RccJ: Lumber .rnd PlpvooJ--CanJda's rhc~ in world markets for Lumbrr .and Plywood in 1975 ind 2000. J'rcscnt<.•J .tt the N2t;ona.l Forestry Con{crcncc, ~lontehcll", Qud,c:c, Ft>bru:ar)· 21-24, l 966. ·I �Appendix A - 3 340 FORESTRY CHRONICLE the world trade of this nation, with 30 per cent of the value of Canadian exports being attributed to forest products. Especially significant for the future is the dcvc!opnient of the pulp and pap~r industry, which, despite having m0rc than doubled its capacity during the past 20 years, is now engaged in the greatest expansion in it., history. In British Columbin alone, pulp capacity is c:-;pcctcd to increase nforc than two-fold llctwecn 1965 and 1975, a11<.l suhstant'ial development., arc aho taking place in most of the other provinces. The roundwood requirements of the Canadian pulp and paper industry have been predicted to increase hy almost 60 per cent, and tho,c of the lumber and plywood group by 40 per cent between 1965 and 1975; projections lo the year 2000 place the increase in rounclwood nC'cds in these two major industry classes at 5½ and 2;~ times the 1965 figure, rc~pcctivcly. 4 A pro_iection of somewhat earlier vintage-, using 1960 as the base year, is in rca<,onahlc agreement as to the increase in demand by 1975. 2. Character of Jnml owner!\hip One of the significant features of the Canadian situation relate:\ to the extensive public ownership of forest lands. For the country as n whole, 93 per cent of the timbered area is in Crown forests, with all but a very limited amount of federally owned land under the direct control of the provincial governments. Much of the remaining 7 per cent of private land, owned by individuals and corporations, lies in the Maritime Provinces. Rights to operate on Crown Jand arc. assigned under lcac;e or license of various kinds, with tenures ranging from 1 to as many as 99 year~, but generally appreciably below this maximum fir,ure. Recently the provincial governments have been provjding notable incentive to the expansion of the :orest industries, particubrly pulp and paper. through special types of leases. These afford more extended tenures than in the past, to insure adequate wood supplies to companies havi11g a considerable investment in plant and equipment, and may al~o offer other potential opcrnting advantages. 3. Avni!ablc timber supply The area of productive forest land in Canada is placed at 61 l million acres (30 per cent classified as "accessiblc-m:cupicd", 45 per cent as "acccssibk-unoccupie.d", and 25 per cent ~1s "potentially acces~iblc"), while 482 million acre~ are indicated as non-productive forest. The estimated productive capacity of the former area under an extem-ive system of management is estimated at about follr times the present intensity of utilization\ This presumes, of course, the full economic accessibility of the 70 per cent of .presently unoccupied productive land. a condition which will be determined largely by the operating costs involved, in 'Haval:md, W. E., I. U. Chcnowith, and l ~. T. O'o\·cns : Fiber--dcmand for Canada's wooJ fiber in 1975 and 2000, Presented at the N:ttionJ) Forestry Conforencc, Montcbdlo, Quebec, J=rbruary 21-24, 1966. Also Mahood :ind Rec,i, loc. cit. • Love, D. V.: Patenti:ili•ics of the forest resource base. lttsC1urccs for 1·omorrow, :?:641-6~7. Julr 1961 . ..,, • ' / �Appendix A - 4 f / DECEMBER, 1%7 341 rc]ation to lhc demand and prices to be paid for the resultant proJuct,; involved on the domestic and world markets. The early dcvc}opmcnt of the forest industries in Canada was naturally ccntcreJ in Jargc measure in the more favor;iblc operating Jocations, as regards the mo~t .desirahlc species and timhcr stands and advantageous transpo1 tntion from woods to mill. But, with continued operation, the cutting has tended to move farther and farther out on the company Jimits, often involving long hauling distances, more dillicult terrain, smaller timber, and inferior specie«. The extent to which such trends townrd higher productior1 costs may be oITset hy increased mechanization of harvesting methods will be a determining factor in fixing the outer limits of profitable expansion of the operation. In the case of the increasingly dominant pulp and paper industry, some cushion in timber supply may be afforded by such factors a~ control of accessible Crown Jimits and ownership of private lands iu excess of present and immediately foreseeable ner.ds, potential increase in allowable cuts on allotted limits. the use of spccic1; (especially llilnlwoods) not now being utili ;•~d. and reduction in both woods and miJI waste. With the sawmill nud plywood industries, on the other hand, there nrc increasing indications of more or Jess localized shortages in the sizes, kinds.· am.I quality of timber needed. Reports at the 1966 National Forestry Conference at Montcbcl1o, Quebec, suggest that, on a country-wide, total-resource basis, the timber supply should be sufTicknt to meet the prospective dcrnancls of the forest industries at least through 1975. But somctiml! in the next J5 to 20 years the pinch of shortages will be felt, unless thl! forest assets can be incr~ascd by improved access and protection, notably stcppcd•up planting of burned and und~rstockc<.l areas; and early adoption of intensive forest manngcmcnt practices. One of the intangibles relating to tlw matter o( timber supply is the extent to which future demands for other forest uses, and especially recreation, will lead to encroachment on the economically al:ces~ible Crown ]ands. The prospect that government agencies, acting under public pressure, may be moved to set aside substantial tracts of productive timberland for federal and provincial parb, wilderness areas, and other single-purpose uses may be more than an idle threat in the years ahead. 4. Mecbnnization In the far western section of Canada, the size of the virgin timber noJ the rugg\·d topography of most productive forest nrcas nrndc early mechanization of harvesting operations a physic.ii ncccs~ity. Foresters there have long been conc~rned with the problems invo!vcd in planning and supervising opl!rations requiring the use of costly, heavy, mobile equipment. In contrast, Jogging cast of the J!ocky Mountains has dcveloprd chiefly under the stimulus of economic rather than physical considcrat ions. The growing scarcity and incrc~1scd cost of Jaber have resulted in a rapidly accelerating trend tow.mis mechanization of woods operations. Much of the resultant harvesting h~lS come to invplvc clear cutting. with increasing attention to trce-Jengtb and even foll•trce logging (with limbing at the roadside). Innovations arc constantly being introduced, and rcs~arch in this area continues at an -intensive pace. �Appendix A - 5 342 FORESTRY CHRONICLE The growing dependence upon mechanization throughout Canada obviously imposes on both supervisory nnd operating personnel concerned wiih harvesting a need for undcrstnnding the engineering principles and associated economic factors involved. It opens up a potential area of competition between forestryand engineering-trained prof csslonals and technicians. Tile indicated greater reluctance of the engineering groups to work "in the bush" at less lucrative jobs than are available in more urhan situations has no far tipped the scale in favor of the forestry-min<.fcd people. 5. Provincial n·gul:itions and forPst practice ( ln all the provinces possessed of Crown lnncls, the governmental agencies have been closely involved in furthering exploitation of the forested areas under their control and encouraging industrial expansion. Only recently has their attention become directed to a realistic degree to the practice of even an extensive form of forestry. Even now, the intensification of forest management is being delayed by the chnractl!r of land tenure and the overabundance of mature and ovcrmnturc timhcr still within cconomi·c reach of many operators. Currently, Cnnndian forestry may be said to be in the early stages of transition from exploit:ttion to a pattern of limited management designed primarily to ensure future yields of timber for industrial me. In general, there has been an understandable reluctance on the part of a large segment of the forest industries to make any substantial financial investments on provincially owned an·as which they operate under limited teour~ and with no rights of eq11ity in the future productivity of the land. However, a relatively small but increasing number of companies arc coming to adopt more intensive forestry programs, especially where longi!r tenure is assured and the government is providing r~aHstic incentives, such as increasing the a1.lowab1c cut or reducing stumpage charges. Obviously, the real responsibility for bringing about intensified forestry practice on Crown lands lies with the provincbl governments themselves, in their authority to cstablh,h and enforce on their ]eases and licences regulations regarding working plans, regeneration, and other measures. Current requirements rnngc over quite wide limits-from little or nothing in some of the provinces in which present Jaws nrc still geared esscntblly to cxploitatioa and even depiction of the forest resource, to specific rcgu)atiom relating to site preparation antl regeneration in others. But even the latter arc barely scratching the surface of suhstantial forest practice. Rcnl pro~rcss will come when both forc"t indu~trics and provincial governments become realistically concerned about short-range timber supplies. It will have its roots primarily in the trnnsition f rnm an olu-!;rowth to a. second-growth forest economy. An increasinr, amount of experimental work and limited commercial application arc heing carried out in connection with scarification and other methods of site preparation, seed selection and establishment of seed orchards, planting techniques, bog drainage, modified cutting methods, stand improvement, and other procedures aimed at shortening rotations and improving the quality of the future timber stand. But in the main, these are the things practising foresters talk about at their meetings rather than see applied ' / �Appendix A - 6 '/ DECEMllER, 1967 343 on the. ground on any substantial scale. Much of the necc.ssary know~how is avai1ah1e; the need is for its t-ffcctivc application under diverse local conditions. ( 6. Company Orgnni:1.ation The forest industries arc today operating essentially on an extraction bnsis, nnd the organizational structure of mrlny companies is geared precisely to the objective of harvesting the rcqui,cd timber at the lowest possible cost, with only Jimitccl regard for the next generation of trees. Jn most instances, the woodlands division has been organized into two separate departments, one concerned entirely with operations (logging), the other devoted to such mnttcrs as cruising, growth studies, inventory, and other nctivitics con~ickrcd appropriate for the forestiy dcpnrtrncnt. Rnthcr frequently, the forestry department assumes a significant function as the recruiting agency for the other hrnnch of woodlnnds; following a prohationnry training period, the more outstanding men arc commonly induced to move into operations by virtue of better salaries and improved opportunity for advancemcpt. In the latter area, the concern of the yolmg forester becomes centered rather exclusively on matters strictly related to harvesting and wood procurement, usually with littll' regnrd for the application of much of the knowledge he acquired in the university. While the indicntt'd procedure of t('cruiting pcrso11ncl for operations from. the fon~stry clcpartmcut may Jwve the ndvantacc 0f b1 inging more of n forL~try oricnlP.tion into thr harvesti11g side of the tot~l woodlands opc.:ratio11s, the segregation o{ the two departments is coming to be gencrnlly recognized as disadvantageous in promoting the more intensive forestry practice that will be needed Jn the years ahead. • In other instances, and c~pccially with the younger companies, there appc,trs to be less tendency to separate forestry and operations. As the importance c,f forest practice begins to increase with industry's growing concern for its timber supply, even the older companies arc moved to consider the mcrHs of an effective integration of the two general types of activity. In such cases, the harvesting function seems destined to a~sume more of a parallel than a dominant role in relation to actual forest practice, especially as pressurc3 develop to keep the company limits productive. 7. Public prc~'Urr for non•timbcr scrvicrs The prcss~1rc for increased public USl' of both public and private land is being manifested in a variety . of way's, <'Specially in relation to outdoor recreation. More and more attention is being devoted to plans for ~rtting aside p~rk reserves (hoth federal and provincial) and other rccrcationd arc:is. to cstahlishing wildrrncss art'as, and, as road systems are extended nnd improvc.d, kl op~ning up comp:rny lands and limit,;; to hunting, fishing, and other recreational pursuits. While the amount of forest land projected for park and wilderness use is uot expected to be excessive in the immedintc future, the very fact that the provincial agl.!ncics concerned have the authority to set aside (and recapture) selected limits for such purp·oscs further complicates the tenure of company operations. �Appendix A - 7 344 FORESTRY CHRONICI.E The increa~ing pressures on non-timber uses of forest land, which also include watershed management and gra1ing in pertinent sections of the country, fall for the most part within the concept of integrated land u~c and thus, except for wildern~ss areas nnd fcdcrnt parks, do not ncccssnri)y exclude the practice of forestry. They wiB, however, notahly increase the extent of the responsibilities of those public nnd private foresters who arc cngagl•d in the adminis·tratjou o( the forcstcJ areas concerned. Punuc . ( FORESTRY EMPLOYMENT Despite the heightening intcrcc.;t in more intensive forest management, the general nnturc of employment in the forest industries will he largely dc:.:rmincd, for years to come, by a para1n0unt concern for the harvesting pha~c of 'the totnl woodlands operation. This will mean a continuing clcmand for people capable of dealing with increasingly sophisticated cquipmcnt--pcoplc who can annly1.e rrquircmcuts, design improvements, ond deal with other bnsic engineering problems as they dcvdop, be they foresters or cngir1ccrs. At the same time, however, the increasing couccrn for more effective forc~try practice will also stimulate the demand for fore<.ters with qualifying biological and related scientific and economic backgrounds . One consideration in rcg:ml to industrial cmp)oymc~t of forc;,tcrs that merits attention is the apparent nttitudc o( mnny company cxc!cutivc.s toward the talents of !iuch profcs'iional'---an attitude fostered in no small measure by the forc,try graduates thr.mselvc,. By virtue of the nature of thC'ir education and their often ingrained and Jimitcd concepts of their mission in life. foresters entJring lowcr.t11anagcnicnt industrinl employment, and even those in middlemanagement occupations, hnvl~ tc1hlcd to wo1 k rather cxclu~ivcly in rc:,,trictcd compartments, with the scope of their activilil!s limited to woods operations. Because o( the prevailing cxcct1tivc concept that their educational hackground fits them only for jobs in forestry and lor,ging. the yountcr foresters arc generally considered for placement in the woodlands division atone. Opportunities which may exist in other :m~as of the company organin1tion and for which the forester may actually be well qualified nrc more often than not reserved for engineers, economists. commerce and business administration graduates, and other non-forestry groups. There is real need for the professional forester to conc~ive hii; wlc a'> having to do with the total industrial organization, with unlimited potentialities for administrative and executive types of employment. It is to be hoped that, as foresters become more broadly educated, the prospects for placing them in diverse aspects of industrial (as we11 as public) management and administration will be enhanced, and their opportunities for advancement improved substantially. Another area of private enterprise in which Canadian foresters are finding increasing employment opportunitirs is thnt of consulting work. In th~ consolidation of ownerships among the latg~r <.'ompanics, imlu-;try b leaning more and more to the employment of consulting foresters a~ well as engineers for needed services. Opportunities nre also to ·be found with smaller companies, in the !-awmill, veneer an<l plywood, and allied industries, which arc not in a position to employ forrst(•rs on a full-time basis but will have �Appendix A - 8 DECEMBER, 1967 345 increasing ncr.d for their part-time services in conforming to the regulations imposed on Crown land operations by the provincial governments. ., . In botl1 industrial organizations and provincial agencies there is but limited demand at present for staff specialists in most areas of activity, although exceptions may be found in such fields as fire control atid silviculture. Where specialists are employed, they arc usually assigned to the headquarters group nnd 1nadc available to the field ac. needed. It is indicated that there mny he tm increased need fot specialists in these orgtmi7.ations, but this may well he moderate at best until such time a~ appllrd rec;carch becomes a more vital function of both private and public forestry org:inizations. In contrast, the pcrsonnrl requirements of the fc<.kra1 forestry department are centered on specialists in the various fields in which the expanding nation-wide research program is involved. In federal research, only a few areas arc more or Jess the exclusive province of foresters; in most projects the opportunities for forestry educated personnel arc strongly influenced by the availability of research-minded graduates in other disciplines, such as biology, chemistry, economics, cneinecring, mathematics, and physics. These people, because of their more specific educational preparation, may be even more c.ffective in a research capacity than men with forestry backgrounds. ( l •• The one obvious fact is that the chnractcr of the work being done by prof essionat foresters, especially in line jobs in industry and provincial employ. is undergoing marked change. The cnreer occupntion of qualified professionals in such activities as crnising, rep.eneration studies, logging road location,· tree mnrking, and a myriad of allied tasks may well become a thing of the past, for most of these johs can be performed by trained technicians, likely with better results. Top administrnt6rs in both public and private forestry organizations are generally agreed that too many foresters have too long been doing work for which they were over-educated. With the increasing availability of such technicians, the supervisory responsibilities of the professional forester may be expected to increase, even in the early years of his employment. Rccogniticm of the contributions which appropriately educated men can make to the changing concept of forestry practice and administration, as well as to operations, coupled with the increasing financial investment their employment will represent, will make it incumbent upon the organizations that hire them to take maximum advantage of their t=ilcnts and place them in positions where they can make suitable return on the employer's investment. Jndu~try and public agencies are looking for educated people with the ability to develop in managerial capacities. The forest industries in particular, faced with increasingly complex ope-rational problems and greater demands of government as regards the m:magcmcnt of Crown lands, will have a mounting need for prople capable of planning and ~upervising their activities. Whether these arc foresters, engineer•;, rco11omist,;;, or cA·perts in other field~ bccmnes ~ secondary matter in mn 1rngl'In<'nt's search for the needed talent. It is up to the forestry graduates to prove their mettle in this competition, not only in the more conventional industrial and public forestry enterprises, but in the broad resource managem~nt field .as well. I I I �Appendix A - 9 ' / 346 FORESTRY CHRONI.CLE PROFESSIONAL EDUCATION To a notable extent, professional forestry curricula have been dcvcloprd with a definite aspect of opportunism, being designed in large measure to meet the requirements of the specific jobs that wcr·e expected to confront the graduate on his dcpnrturc from the university, rather than of the positions he might aspire to fill 15 to 20 years later. ln the p:tst, by virtue of the nature of that initial job preparation, technician-type (skill-oriented) training played a large role in the cducat1011al experience to wliich the stu<..lcnt was exposed. A rather strong clement of technician training still prevails in some of the curricula, but this aspect of education has generally been downgraded in large measure, in keeping with changes in over•al1 university concepts and policies as well as in recognition of the developing new employment opportunities. Today, the nature of profcssion:11 cJucatior, is t:hanging at an accelerated rate, in the face of two generally diwrgent circumstances. On the one hnnd, the pressmc of rnpicl technological advances nnd economic con<.ickrations have tended lo slant the cducatil1nal objrctivc toward increased spccinlirntion; on the other, academic, social, and 1,olitical influences are favoring the concept of a more general education, concerned among other things wjth the integration of timber production and utilization with the other forestrelated aspects of resource management in which the public is becoming increasingly involved. These rather diverse considerations present a definite dilemma to the forestry faculties in their cnucavors to clevis~ appropriate undergraduate curricula, an<l it is not surprising that the individual schools, and even individual membr.rs of the same faculty, have dificrcnt viewpoints regarding the instruction hc~l suited to the education of tomorrow's professional forl~stcrs. One of the problems confronting the professional tollay is rcvcakd on those . occasions when young and inexperienced graduate~, poc;;scsscd of new knowledge germane to the work they arc expected to perform, arc unable to mesh their efforts with some managers of forestry enterprises whose own technical and general training i-., at best, more than a generation old. This is nothing unique or peculiar to forestry; it is simply a nrnnifcstation of the same general problem being cxpt'riencc<l in engineering and other professions, and so aptly pointed up by Chambcrlain 13 • "The older a man grows the Jc~s professionally ndc.·quatc he becomes. For a period, ... he may compensate for this ohsolcsccncc of his profcssio11nl capital hy the l':q>..:ricnrc he acquires on his job... But lhc odds arc yearly becoming grl!nkr that nt some point in his career, while he is still in his prime ... the body of knowledge (he acquired in the university) will have changed so greatly that his lack of current professional competence will stand reyealcd. "It takes no special in,ight to spotlight our educational processes and philosophy as the major cause of the sputter in our social engine. We arc still operating as though n person can acquire in the first twenty years or so of his life all the format education he needs to keep him on nn ascending career line through the rrmaining forty years or so of his working lifo. • Chambtrl.iin, Neil W.: Retooling the Mind, The Athnti,, September 1964 . • �Appendix A - 10 DECEM OER, 1967 347 But the fact is that the clock startc; running down the moment a y0ung mnn . . . steps from the c0mmcnccmcnt platform, be it college or high school (or tcchnicnl institute).'' lt has brcn said of the graduntc cn!~inl'cr that not only will h:1lf of whnt he has )earned in the university be ohsolctc- in a decade, but thnt half of whnt he wilt need to know ten years from now is not even nvailnblc to him today. Surety, in the present state of forestry and nllic<l resource development in C'Rnadn, what has been said with rcfcr~nce to the engineer is no less true for the professional forester. What may he different nbout the world of the forester is simply the greater insensitivity to the problem that seems to be encountered on occasion among thr kss perceptive industry ar.J government decision-makers. EMPLOYMF.NT AND EDUCATION OP FOREST TECHNICIANS The role of the forest technician is am11ning increasing promincm:c with each rnssing year, in industry as wc11 a-; in public st·rvicc. The technician hns existed for years, but has gcncrnlly hl~cn n company- or agency-ti aincd. largely sclf-cducnt('d indivhh1al who h:1<1 the skills to perform many ta'ik, in the woods. In many cases he has risen to pm,itions of ~upcrvisory and even administrative importance by dint of. his native ability. But with the changing times, these locally experienced people arc increasingly bein~ replaced, on · rctircm'-'lll or other scparntion from the employing Ngani1.ation, by fonnnlly trained tcchnicfans. As will be indicated later in this prc·:-e11lation, the expanding pro~;ram of form, 11 cuucation for forest technician::-. has been dcvel,,r-~1..l to the p0int that the annual yield of such p1.~oplc now well exceeds that of professional foresters. This can only be rcgardcll ,-.ith <listinct approval, i11 view of the pressing need to free the profc-s~ion:tl from nwny of his routine la~k<; ~o that he may devote his attention to more important work, concerned with planning, organization, supcrvjsicm, nnd genl'ral administrative n'isignmrnts. For the purpose of the ensuing discus~ion, the: technician is consiLkn·d as a man who has completed at knst eight to nin~ months of formal training related to forestry. He may be the product of a one-year nmgcr school or its equivalent or a graduate of a two-yc~r (in one case a three-year) course in a technical institute or im.titutc of technology, a community collc-gc, or even n university offering a progrnm of the indicated type. Succcs"ful completion of such programs is gcncralJy indicated by the award of a c~rtificate or diploma. The technician-training programs are typically gc·arcd to the specific kinds of jobs now being pcrformcJ at the lower-management level in the local forest inun~trics and public agt.:'ncies, and in most ca<-cs the curricula m:.iy be definitely .influenced by the re-commendations of aclviso1y committres comprisc<l largely of l'cprcst-ntati\'cs of the employing organizntions. For the most part these programs arc intended to be terminal in nature, but graduates of some of the two-year cours~s do on occa,ion enter the university to study for a professional degree. In fact, more than half of the graduates of one institution arc reported as proceeding more or less directly to a professional forestry education. In his early employment, the professional will likely take on work at the • �Appendix/\. - 11 f / 348 J, FORESTRY CHRON.ICLE normal technician Jcvcl in order to gain essential experience in the field opcrntions of his employing organization. As increasing numbers of technicians become available, the tendency will sometimes be to place them in certain jobs along with professional neophytes, with the better men among them rising to the top rcgarcllcs~ of their preparation. To the extent that this is done, the two groups will he competit!ve, but the odds arc naturnlly very long in favor of the professional. In a real sense, the work of the two groups should be complementary and compatible, and not signitiantly competitive. To indicate the role of the forest technician, I cnn do no better than to excerpt a paragraph from a progress report of the SAF Committee on Training of Forest Tcehnkians 7 • 'The forest technician requires an education and training sufficient to enable him to understand the reasons for, and the purposes of, the Clpcrations for which he is rcsponsihle. He should speak the same language as the professional forester, and appreciate the professional point of view. [He J docs not need either the depth or extent of scientific understanding required of the for~·stcr, but he docs need a practical working knowledge of the s:unc subjl'ct matter." In general, it may be said that technicians arc normally expected to perform tasks in the lower-management area, up to the foreman's level. But this is in no sense a ceiling on their advancement and those individuals who have the necessary intellectual c:i.pacity and native ~bility mny move steadily up the management ladder, unless their progress is limited hy legal rcstriction1,. It is not uncommon to ftncl qunli:icd technicians holding down johs in industry in such catcgoric'i as logging ~upcrintendcnt, district supcrintcllllcnt, and other as~ignmcnts involving some degree of decision-making and administrative responsihility. Their movement into such higher-level johs may he, in part, a renection of a dearth of profc~sional personnel. Jt may also be influenced in the futmc by the fact that the training provided the technician is becoming increasingly concerned with advanced technical aspects of forestry, with more and more emphasis on the "why" of the procedurcc; involved in forest practice and operations. There is more than fanciful thinking in the observation that the technicians of tomorrow will be comparable to many of today's profcssionr,1s in their responsibilities nnd the nature of the jobs they perform. DEMAND f'OR J>ROFI SSIONAL FORESTERS AND TECHNICIANS A wide diversity of opininn has been cxpr~sscu as regards the demand for profos"ional foresters in the years ahead. In some inslanc~s. and especially in the case of indu!>trial concerns wit}, highly ccntraliz..!d administrative organizations, the prediction is thal, without a notahlc increase in intensity of forest management, fcwa foresters will be needed in the future, with the field jobs being lnrgcly taken o\'cr hy trained tcchniciam. This same thinking is ·advanced in cases where con')oliuation of companies and increased mechanization are te.nding to r~duce the need for supervisory (middlcnrnuagcmcnt) personnel. In this general vein, one British Columbia company indicates that, while it now employs six foresters on or:w of its logging ~reas, it could probably get 1 Journal of forcstrr, 6) (7): 484-4S7. July 1967. �Appendix A - 12 DECEMBER, 1967 349 along with one experienced professional, filling out the halance of its requirements with technicians. Another concern, this one in Ontario, indicates a current use of ◊Ile field forc-stcr per 1,000 ~q11arc miles of pr~sent operating nrea; under more intensive forest management, the only expected change would be to increase the size of the area for which the forester is rc5pon"ib!c, with technicians being hired to take up any slack. Still another company, operating in both Onwrio and Quebec, reports almost a 20 percent drop in number of professional foresters in its employ over the past two y~nrs, during which period its cut was increased by 50 percent, reputedly as the result of mechanization and computer use. In contrast to the above opinions, other organizations, both ptthlic ancl private, foresee the need for substantial additions to their professional personnel, based on anticipated increases in industrial development, in provincial govern".' ment programs, and in federal research. They point to a considerable backlog Clf jobs currently either vacant or filleu inackquntely. They also emphasiu: the growing need for more foresters in the field, as additional management. units are established for greater efficiency in operation, as the requirements for forest practice on Crown lands arc intensified hy provincial edict, and . as companies and provinces rnove ahead and adopt as stnnc.Jard practice some of the things with which they are now cxpcrimcntini;. A particularly heightened demand is foreseen as sccond•growth management comes into its own. An extensive number of examples cai1 he cited to hack up these latter opinions. One provincial forest service indicates that hy I 970 there will be a 70 percent increase in its need for professional forL:stcrs, as comp:ncd with the 1965 table of orgnnizalion; cm thi..: basis of actual employment in 1965, the 1970 requirements rcprc,;cnt almost a three-fold enlargement in profcs~ional staff. Another provincial organization points up a present average of 4,000 square miles of Crown limd per profcs~ionat forester on its timber management staff; under intcnr;ivc mnnagl'111~nt ( for multiple use) and with an adequate staff of technicians, the Mca for which rach forester would be responsible is placed at 1,000 square miles, implying a possible four• fold increase in demand for professional personnel. One company forcca!-ts a nerd under intensive management of one forester per 100,000 acres, implying a demand for 28 professional forcstt'rs, compared to the pr~sent level of five- plus three unfilled positions. Another company indicates a present nrcd for a 55 percent increase in forL·stry graduates in its forestry and operntions dcp:irtmcnts; still another speaks of the possibility of a 20 to 30 percent increase. A rational appraisnl of the widely divergent r~timates of the demand for profr·ssional foresters throughout Canada in the years ahead is difficult to mnke, became of the various technical, economic, social, and political implications which introduce a strong clc>mcnt of "crystal hall gai.ing., in many of the projections. Abo to he considered is the factor of potential compctifam which may be provided, not only by the more capable forest tecbnici:m~. but by professionals and sci('ntists from other rcwurcc-oricntcd disciplines. At stake, of course, is the position of leadership in the broad area of total natural resource management. (_ r / �Appendix A - 13 ,. ., 350 FORESTRY CHRONICLE The majority of respondents in both industry and the public agencies support my own view that nt least a moderate increase in the dcmanu for professional foresters is to be c-xpcctcd ewer the next 15 years and more. In fact, the requirements may he on thL~ suhstantiaJ side in some organi1.~tions, espccin11y until the currcut backlog of midJlc-managcmcnt jobs is filled and planned expansion programs arc well established. As regards employment of formaJly trained technicians, there is widespread agreement thttl the current shortngc of such people is more acute than in the case of professior1al foresters. 'l his bcJief is supported by the contention that, as the use of qualified technicians is increased, rclativ~ly corresponding numbers of already employed profcsc.;ionals can b~ moved from lower- to middk-mnnngemcnl positions for which their education should better fit them. )11 projecting the drmanc.J beyond the stage of filling the existing backlog, .it is consi<.lercd that the need for technicians will continue to exceed that for professionals by a sub-;tantinl degree. This opinion is con• firmed by comparisons of present an<l projected future ratios of technicians to professional foresters. which currently show a wide diversity even in the same organization, depending I.trgcly on the nature of the \\'Ork involved. In one consulting firm, for example, the present ratio varic~ from 110 technicians per forester on precise feasibility studies to a-. much as JO to 1 on certain inventory jobs. Among the forest indwtries reporting in tlw Educati1":1 StuJy, the current range is indicated as within the general limits of from J: 1 to 6: i, with n.n overall average of slightly less than 3 tc<.:hnicians per professional t:mploycc. Projecting the requirements of thcst"' same companicc; into the next 5 to 10 years, the predicted ratio range falls within the limits of from 1½: 1 to as much as 10: l, with an nveragc estimate of almost 41/2 technicians pc.r forester. The present range in th~ pnwincial forestry services is indicated as from 1:] to about S: 1, with nn average of approximately 3 t(.) 1; predictions for the future provide an estimated increase to from 2: 1 to 10: 1, for an average ratio of over 5 technicians to e;ich professional. Figures for the federal government in its research and allied activities in forestry arc much more precise and uniform th:rn for the other two classes of employers; they reflect a cnrrcnt range of from 1: 1 to 2: 1, with n predicted future uniform ratio of two !cchnicians per scientist for the fec.lcra] organization as a whole. It must he noted, in connection with the above ratios for both the forest induslries and the provincial governments, that they do not ncccssari1y relate to formally trained technicians alone; in quite a few instances the number of technicians reported obviously includes a large proportion of local experienced people who nrc currently indudeu in such a job cbs)ificJtion. This circumstance is considcrcll tl1 have a much greater int1ucncc on the pn... scnt situation thnn it will in the future, when a much more ad~quate supply of traincJ people will be available to fill the appropriate jobs. Significant to the changing ratio is the comparative annual proJuction of technicians and professional foresters in very n'ccnt years. In 1965, the seven institutions involved grnduatcd a total o( 395 technicians, ;.ts compared with 106 foresters from the four pruf,·s-:.ion~l schools, a ration of 3.7 to J. In 1967, the corresponding figure s arc expected to be 500 (from JO •• �Appendix A - 14 DECEMBER, 1967 J51 institutions) and 114, respectively, for a 4.4 to 1 ratio. With three and possibly more additional institutions beginning to graduate technicians in another year or two, nncl ,vith proportionately gn.~atcr inc~eascs i11 enrollment anticipated for most of the cxi~ting technician-training programs than are predicted for the forestry schools in the immediate future, the ratio may he expected to increase ~tcadily over the next five yenrs or so. INFI.UcNCH OP TECHNICIANS ON PROFESSIONAL EDUCATION The notable development of formal technician•training programs has certain obvious implications as regards the educational requirements of professional foresters in Canada, ju~t as it has in the United States. As a consequence of the pent-up demand for personnel in both categories, the impact of the increasing availability of technicians on the education of professionnl foresters is apparently more potential than actual at the present time. At least the recent revisions of forestry school curricula have scarcely been infiucnc.:-d by nny serious co11ccrn for possible replacement of university graduates in beginning, lmvcr.inan:igcmcnt jobs. Rr,thcr tJ1cy arc based on a realistic regard both for the wide-ranging scientific and a-;sociatect tcchnoloBical ndvanccs in fields rckvant to forestry and for the c1.1mpclling socio-economic and political comid~rations that arc coming to beJr both on forestry itself and on the broad as1wcts of renewable resource mnnagcmcnt. The revisions nppear to rcflrct a growing conviction that the trnditional forc.stry instw-=tion of the pa~t will no lon~rr serve to prepare tomorrow's graduates for effective profcssinnal participation in incrc~«;ingly complex and diversified fklds of public nnd privatl' cmployrncnt. The incrcnliine availnhility of tcc-hni ·ian~ i~ c~pcctc<l to lend to a ~ir;nificant reorientation of employment opportuuitic-; for professional foresters, largely removing the latter from any prolonged involvement with routin~ field activities for which university graduates will become increasingly overeducated. This will be all to the ~ood for, if th\.! professional is to be-come the person of influence nnd responsihility we contend he should b~, p~rformance of the tasks associated with the day-hy-clny vocational aspects of the management of a forest property should bvc little place in his career, other than during an initial short-term probati\,nary period of training in the routine applied ope-rations of the employing a~cucy or organization. To that end, the vocationally oriented content of the curriculum cai1 be greatly reduced, or even climinntrd, in favor of more CL)nccntratcd attention on those aspects of university education which will b1,.:ttcr qualify the graduate for planning, decision-making, and other admini~trativr responsibilities a-;,ociatcJ with the management of a forest enterprise-, be it in the pub!k or private ~-:ctor, or for research if that be the forc .. tcr's hcnt. Improvement of uniwrsity-kvel educational standards mny be c.\p~cted to extend the field of employment for pwfcssional foresters, and also im;rcase the demand for technicians to a<;sist them. C(',:1currcntly, it will require a general upgrading of faculty pc-rsonn1..'I, if the forestry scl1ools arc to attract their fair share of the better young minds on the campus and to provide the necessary academic challenge and prof cssional inspiration to incite such outstanding students to careers in forestry. The same threat of outmoded • I . �Appendix A - 15 f / 352 FORESTRY CHRONICLE knowledge that faces the professional practitioner also presents a problem of major significance to the teacher and, consequently I to the particular faculty and university he serves. Even though he may develop marked competence in the technique of imparting knowledge to his students, by the time he reaches the midpoint in his academic career the teacher may welr suffer a critical obsolescence in his technical and scientific background. This may particufarly be the fate of instructors who arc continuously burtkned with heavy undcrr,rnduate t<'aching responsibilities. The question may well be asked, if the members of our faculties nrc to be given academic tenure, do they not also have the responsibility for constantly updating the knowledge they are imparting to the neophytes in our profession? Any realistic attempt to answer such a question would bring us to considcrntion of our growing concern for continuing education, not only for academic pcr~onncl but for the practising forester and researcher, and even the technician, as well. But this is a separate chnpter in any review of professional education and technician training and, accordingly, beyond the purview of today's discussion. �--· - t (. SCHOOL OF FORESTRY ESTT:vIATED E~ROLD1E>IT 1972- 1973 1967 1968 1968 Forest Technology I Forest Technology II :"o·tes t 1973 1972 1972 1973 1974 197.+ 1975 80 85 90 95 100 45 55 60 64 . 70 75 15 10 10 8 8 10 10 - ~ 10 12 15 16 20 20 17 20 25 30 33 35 40 45 Year II 4 10 15 20 25 28 30 30 Year III - - - 10 18 22 25 2 5_ Year IV - - - - 10 20 217 -- 18 281 Techn.olo gy "I I I (Research) Forest TechnoJogr III (Logging) Fores~ry Degree I - Year I TOTAL 1970 1971 1969 1969 1970 1971 60 70- 75 23 40 10 714 - 'v 15-5 -- 180 -- -- 254 -- -310 -, r .!.\.· _?: .) ... J -- ...~ �Appendix C UNIVERSITY OF TORONTO Some Facts and Figures Approximate Figures Total Graduates, 1910 to 1967 Deceased Living Of the 866: Those who belong Those who belong Those who belong Those who belong to to to to both the CIF and OPFA the CIF but not the OPFA the OPFA but not the CIF neither Of the 866: Regarding employment: Ontario Department of Lands and Forest Ontario Hydro Ontario Conservation Authorities Ontario - Other Departments Canada Departmen~ Forestry & Rural Development Armed Forces Canada - Other Departments B.C. Government Saskatchewan Government Newfoundland Government Pulp & Paper Companies Other Wood-using Industries Teaching in Secondary School Teaching at University Graduate Studies Consulting (Full time) Bell Telephone Retired Law Practice Insurance Chartered Accountancy Missionary 1 963 97 866 308 172 77 309 170 15 16 20 so 11 21 5 6 2 165 60 75 35 15 10 5 so 5 5 s 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University School of Forestry Subject The topic of the resource Universities Description An account of the resource Lakehead University School of Forestry proposal for a degree-granting program. The report includes an overview of programs, enrolment, proposed expansion, and relative industry reports for developing a Degree in Forestry at Lakehead University. 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Title A name given to the resource Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Member of Lakehead University Wrestling Team. 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Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wrestling match. 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Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Wrestling Subject The topic of the resource Universities Sports Description An account of the resource Lakehead University Wrestling match. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay