Specific
objectives for the Yale
Forest System
1. The forest ecosystem dynamics
paradigm is used in
formulating management decisions.
Requirements
for this objective
a. The impact of both experimental and non-experimental management on
the
ecosystem as a whole must be considered in decision making. Many
activities will have effects (either positive or adverse) on different
aspects
of the ecosystem. These effects will influence the future use of
the land
for instruction and research and should be considered.
b. No activity should knowingly eliminate a species from the Yale Myers Forest.
The
presence of small populations of particular species of plant or animal
may result
in either a preserved area where no active management takes place or
areas with
special management measures or restrictions to protect the species.
c. No management practices should include activity in areas where a
positive
future benefit is unlikely to result. Some areas are better left
alone
rather than actively managing them for no apparent gain.
2.
All faculty members of the School should be able to use the Yale Forest
System for any instruction or research which can be carried out on New
England forestland.
Requirements
for this objective
a. A variety of stand conditions across a variety of topographic and
soil
conditions. This includes a variety of age classes, species
composition,
vertical foliage distribution, and stem density. This variety is
needed
for plant and tree studies as well as wildlife studies requiring
different
habitats.
b. Large and replicated tracts of treated (manipulated) stands spanning
a
variety of topographic and soil conditions. Many disciplines
require
large (50-200 acres) of each treatment, or resultant stand
structure. These disciplines include: hydrology, forest ecology,
wildlife biology
or
management, recreation, and engineering/economics.
c. "Normal"
working forest conditions. It is easier either to discuss
special cases in the classroom or in conjunction with a field
trip. We
need to provide many examples of intelligent, but typical management
situations
so that our students can better understand the role and significance of
special
cases. An exception to this requirement is when faculty members
feel that
certain special cases of stands or management techniques do not exist
on other
land. When this occurs we should strive to use a small part of our own
forest
for this comparison. Given the acreage constraints of our own land we
should
try to use existing special cases on other land whenever possible.
d. Flexibility. Research ideas and funding possibilities
sometimes arrive
with little lead-time. It is imperative that we maintain flexible
forest
conditions and working plans to accommodate a large range of research
needs. Large amounts of land with abnormally high or low amounts
of
certain species (either plant or animal) or abnormal stand or habitat
structures that can not be quickly restored should not be maintained
unless the
situation is truly unique and does not exist on non-Yale land available
for
research. Maintaining non-unique, but unusual situations which
can not be
rapidly changed over large areas limits the use of our land to a small
number
of specialized research opportunities. Special situations should
be
created in response to an existing or potential research need that a
specific
faculty member or faculty group wants to explore rather than general
anticipation by faculty members not likely to be involved in the
research.
d. Historic documentation. Records need to be kept such that all
management activities and changes in forest structure are
documented.
Stand and compartment histories are frequently needed for research
studies. Documentation includes quantitative data, written
descriptions,
maps, and photos. Copies of all reports and research papers
covering work
conducted on the forest should be maintained. Monitoring and
inventory
data should be collected in a cost efficient manner to the
specifications of
individual faculty members who need or want the data. Faculty members
that
request this type of data need to be directly involved in the
collection and
analysis. They should also provide a copy for the use of others
of any analysis
that is performed. All records should be maintained in a manner
that
makes them readily accessible to any faculty member who needs them.
e. Willingness to experiment. High priority needs to be given
experiments
which involve treatments that are not readily accepted among working
professionals. Whenever possible these experiments should be
confined to
small areas of land so as not to conflict with other uses needed by
other
faculty members. Experiments using innovative, unorthodox
techniques are
seldom welcome on other people's land. These experiments need to
be
carefully supervised by specific faculty members who either have the
required
expertise themselves or have a working relationship with another
researcher who
does. Responsibility for the maintenance and consequences of
these
experiments should rest with the specific faculty member involved, but
most not
jeopardize the long-term condition of the forest.
f. Destructive sampling cannot be discouraged. Many times
instruction or
research can be enhanced by the destructive sampling of trees, other
plants, or
animals. This activity is often impossible or difficult on other
people's
land. Any destruction should be justified as necessary to meet
the
instruction or research needs of the faculty member, must not interfere
with
the existing needs of another faculty member, must not jeopardize the
long-term
condition and objectives of the forest and must be carried out in
accordance
with all laws and University and School Forest guidelines and
regulations. Large-scale destructive experiments requiring more than
several hundred
acres
would be difficult to accommodate given the multiple objectives of the
School
Forest System.
g. Whenever possible students should be included in meeting faculty
member
objectives. The instructional potential of the Forest
will be enhanced if students are
used in faculty work and faculty members supervise student projects
within
their own areas of expertise.
h. Facilities be maintained (or constructed) only as dictated by
instructional
or research needs. Money should be allocated to buildings (including
classrooms, living areas, laboratories, and storage space) when
necessary. Given the difficulty of maintaining structures away
from New
Haven,
temporary
solutions should be explored before the construction of permanent
facilities.
3.
It should be possible for any faculty member of the School to use the
Yale Forest System to develop or practice professional management
expertise.
Requirements
for this objective
a. Management activities conducted in a professional manner. The
"working forest" character of the forest should be maintained. All
operations should follow normal business and legal constraints.
Whenever
possible we should avoid employing special legal exemptions and unusual
financial benefits given to universities of our type so that management
experiences on our land are applicable to other ownerships. Care
must be
taken, however, not to set any legal precedents that might adversely
affect
other University activities.
b. Association with landowners and organizations devoted to forested
land
management. Management of our land needs to be carried out in
association with
other landowners. It is important that faculty wanting management
experience understand which practices are commonly accepted and which
are
different and perhaps innovative. It is also important for other
land
managers to see and understand management practices on our land so that
faculty
can obtain feedback and input concerning practical implementation.
c. Non-experimental management practices be conducted without the
influx of
external capital. As a faculty we should practice management in a
"real" sense. Although the Forest as
a whole may have an operating
deficit because of the research and instruction components of the
objectives,
fundamental management (not necessarily specific practices) should be
at least
"break-even."
4.
All faculty members of the School should be able to establish research
plots (either long or short term) without fear that the study will be
destroyed before completion.
Requirements
for this
objective
a. Faculty members discuss their research needs with the Director
before establishing plots. It is important that the location,
expected
duration, and needs of studies be coordinated between competing uses.
b. Plot locations be marked and mapped for use of all faculty.
Long-term security is based on knowing the location and purpose of each
plot.
c. Management changes (including land sale) which affect the integrity
of an ongoing research project are only made when the best interests of
the entire School are at issue. If a faculty member responsible
for a
research project feels that the Director or the Dean is instigating a
change in land use or management that will adversely affect the project
he or she may appeal to the BPO of the School to prohibit this change.
5.
The total value of the Yale Forest System should be caused to continue
to rise.
Requirements
for this objective
a. The forests must be managed in a way to return a generally positive
cash flow to
the School. Although increase in value is based on a combination of
land value, growing stock value, and cash flow, some of the increase
should be captured for annual return.
b. When unusual circumstances occur attempts to "lock in" the return
should be explored. This is especially true in terms of short-lived
market conditions for certain products. It could also include
transactions such as the sale of development rights during high real
estate markets. Land ownership should be maintained and outright
sale
of land avoided.
c. Inventory estimates be made on a regular basis. Reliable
estimates
of all products (and potential products) with a monetary value should
be made when necessary. A major assessment should be made every
ten
years and an interim assessment should be made after five years.
d. The possibility of decreasing growing stock should not be
dismissed. Given the present and changing age structure of a maturing
forest,
prudent financial management might include a decrease in growing stock
at some time in the future.
6.
The Yale Forest System should represent a source of financial
flexibility for the School.
Requirements
for this objective
a. Cash flow options determined annually for
subsequent
five-year
period. Options for both sales and costs for the immediate future
should be presented to the Dean each year for the School's fiscal
planning.
b. Opportunities for investment should be determined each year along
with expected rates of return. Money can be invested in forest
management (such as stand tending and roads) which will result in a
short-term deficit, but a long-term gain. These opportunities can
be
important to the School in years of budget surplus.
c. Efforts should be made to reduce financial risk of unusual events
such as storms or disease. The product mix should include enough
diversity that flexibility can be retained in times of disaster. The
Director should also stay informed of information that would lead to
better predictions of disasters. The overall financial exposure
to
different types of risk should be determined on a regular basis.
7.
The School should make information available to the public regarding
current activities on the Yale Forest System.
Requirements for
this
objective
a. Each year a brief written description of current activities on the
Yale Myers Forest be prepared and made available to the School. This
report should be a short, accurate portrayal of all management
activities on the Forest. The report should be given to the Dean.
b. The Director should be available to answer more detailed public
questions. It is important that every effort be made to
disseminate
information and that the public not assume that we have "hidden"
operations or intentions.
c. A conscious effort should be made to educate the public and the
profession of forestry about research findings on the School
Forests. We will do this through seminars, published literature, a
newsletter
and demonstration areas.
8.
The Yale Forest System should be available to researchers and faculty
outside of the School.
Requirements
for this
objective
a. All outside activities
coordinated through the Director. Activities
by people not part of the faculty of this School should not
interfere with our own activities.
b. Copies of reports and papers
generated from work on the Forest kept
on file. A direct benefit to the School by outside work is access
to the findings.
c. Costs (including
administrative) to the School for the activities of
outsiders should not exceed benefits. This should be interpreted
very liberally. Benefits include returns that are difficult to
quantify such as information. Likewise costs should include
factors such as restrictions placed on other activities in the
Forest. Every effort should be made to collect direct and
indirect costs from research projects on the Forest.
d. Efforts should be made to
make the opportunity of work on the Forest
known to potential users. It is important that the possibility of
doing work on this Forest be generally known to others. General
communication should be the result of professional relationships
between our faculty and colleagues in their discipline.
|
