Milk Producer October 2023

RURAL EDUCATION FOR YOUNG DOCTORS

OCTOBER 2023

Plus, the scoop on making the best ice cream

THE VOICE OF ONTARIO DAIRY PRODUCERS

FROM

FARM TO CLASSROOM

Options in agricultural education landscape continue to grow 40063866 .Publications Mail Sales Agreement No

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October 2023 | Vol. 99 No. 6

PUBLISHED BY DAIRY FARMERS OF ONTARIO 6780 Campobello Road Mississauga, ON L5N 2L8 EDITOR Theresa Rogers theresa.rogers@milk.org

CONTENTS ON T HE C OV E R

ADVERTISING Pat Logan pat.logan@milk.org 519-788-1559

16

GRAPHIC DESIGN Katrina Teimo

Ontario’s post-secondary institutions are evolving their agriculture programs,

CONTRIBUTORS Andrew Brooks, Katie Duncan, Chris Gwyn, Mary Haurilak, Chris McCullough, Jeanine Moyer Christine O’Reilly, Dave Renaud, Lilian Schaer

incorporating more business and leadership skills, and the flexibility to attend in person or virtually. New graduates benefit from lived experiences and classroom skills training that’s in demand on and off the farm.

Canada Post Publications Mail Sales Product Agreement No.40063866.

Return postage guaranteed. Circulation: 8,000.

ISSN 0030-3038. Printed in Canada.

SUBSCRIPTIONS For subscription changes or to unsubscribe, contact: MILK PRODUCER 6780 Campobello Road Mississauga, ON L5N 2L8 Phone: (905) 821-8970 Fax: (905) 821-3160 Email: milkproducer@milk.org Opinions expressed herein are those of the author and/or editor and do not necessarily reflect the opinion or policies of Dairy Farmers of Ontario.

Publication of advertisements does not constitute endorsement or approval by Milk Producer or Dairy Farmers of Ontario of products or services advertised.

Milk Producer welcomes letters to the editor about magazine content. *All marks owned by Dairy Farmers of Ontario.

WEBSITES & SOCIAL MEDIA www.milkproducer.ca www.milk.org Facebook: /OntarioDairy Twitter: @OntarioDairy Instagram: @OntarioDairy LinkedIn: dairy-farmers-of-ontario

E DUC AT ION

RE SE A R CH

8 Youth: Making Dairy Sen$e 10 Post-Secondary: Educating the

28 Calf Care: Sunken Flank 30 Dairy Cow Stress 37 On-Farm Programs: Deadstock

Next Generation of Farm Advisers

14 Public: Changing Minds 24 School Programs: The ABCs

Solutions

39 Applied Science: Managing

of Dairy

Mycotoxins

33 Processors: Doug Goff on Ice Cream-Making

WORL D DA IR Y

10

34 Northern Ireland’s CAFRE

DE PA R T ME N T S 4 Board Editorial 6 The Explainer — Education 40 Ad Index 44 Back40

B OA R D E DI T O R I A L

EDUCATION IS EASILY CARRIED

Vicky Morrison

By Vicky Morrison, BOARD MEMBER FOR REGION 9 — ELGIN, ESSEX, KENT, LAMBTON, AND MIDDLESEX, DAIRY FARMERS OF ONTARIO “Education is easily carried,” is something my mom always said when I was young. Now, 25 years after I graduated with my degree in agriculture, I am amazed at how many more opportunities to learn we take for granted.

YouTube and webinars would definitely have been a foreign language to me when I was in school.

The recognition we all learn differently has led to the development of diverse learning tools. A favourite from my time as a dairy lecturer at a college in Ireland, were the discussion groups formed by farmers to learn through sharing. Being willing to share farm information with each other led to some real out-of-the-box thinking, and some great “aha” moments. The producers set goals, helped each other and held each other accountable to make their operations more successful by sharing everything, challenging themselves

and accepting criticism. As the groups bonded over the years, they sought more opportunities to learn and develop themselves and their businesses. I still use the goal setting, accountability and team building in my work with 4-H. Our next generation is showing us the type of learning they prefer, choosing hands-on and experiential learning programs over the traditional classroom-based learning of my era. As Chair of Dairy Farmers of Ontario’s Training and Development Subcommittee, it is our shared goal to ensure Ontario producers have the opportunity to access knowledge and development opportunities.

From producer meetings to the herdsperson program, diplomas, degrees, micro credentials, leadership programs and knowledge transfer of research projects producers have funded, the information is there; we just have to

make sure those who want to learn have the opportunity.

Our industry is moving forward at an unprecedented pace. Let’s ensure we foster the right environment, have the best information and the willingness to carry a little knowledge in our back pockets.

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T H E E X P L A I N E R : E DUC AT IO N

EDUCATION

PATHWAYS TO A CAREER IN AGRICULTURE AND THE DAIRY INDUSTRY

DISCOVER an interest in food, animals or plants.

Learning & development opportunities:

COVE

R

D

IS

• School • online videos and resources • 4-H clubs • community organizations

Number of Ontario schools offering ag-related Specialist High Skill Majors

program in Ontario in 2022

EXPLORE an aptitude for growing plants or raising animals, interest in innovation, the environment or where food comes from.

18 YEAR 4-

S

47 agriculture 136 environment 5 food processing 20 horticulture &

3,733 youth in 4-H

1

Y EA R -14

S

4

A passion for agriculture, food and the environment can develop at any stage of life.

For many, growing up on a farm or within an agricultural community means plenty of opportunities to discover, explore and experience careers in agriculture and the dairy industry, and opens the door to a lifetime of learning.

Learning & development opportunities: • Grade 10 careers course • secondary school co-op programs • Specialist High Skill Major programs • Ontario Youth Apprenticeship Program • 4-H clubs • volunteering • community organizations • student and summer jobs

E

XP

LOR

E

1

landscaping

8+

Y EA R

S

EXPERIENCE interests through post-secondary education, on-the-job training or continuous learning.

C

EX

PE

E

Learning & development opportunities:

RIEN

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• college and university programs (agriculture, food, animal sciences, environmental studies, etc.) • jobs • volunteering • webinars • industry and community events • joining organizations • professional development and leadership programs

Number of post-secondary agriculture, environment & horticulture programs in Ontario

29 university 21 college

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E DUC AT IO N: YOU T H

MAKING DAIRY SEN$E

CLASSROOM LEARNING Dairy Sen$e classroom learning includes these topics:

4-H teaches young dairy farmers management skills through hands-on learning

By Mary Haurilak HAYLEY ASHTON HAS A LOVE FOR DAIRY FARMING. She knows a lot about production and livestock from her work as a dairy farmer but has wanted to increase her business knowledge.

• Benchmarking Goals for the Dairy Industry • Learning the Basics from DFO: How to Read a Milk Cheque • Interpreting Financial Statements • The Use of Direct Fed Microbials in Dairy Management • Parlours, Robots or Rotaries: What They Have to Offer • Using Genetics to Maximize Efficiency • A Guide to Success for the Young Farmer • Value of Registering and Classifying the Herd • Succession Story: Our Family Farm • Building Your Mental Health Toolbox

Last spring, she registered for Dairy Sen$e, a three-day intensive learning opportunity offered by 4-H and sponsored by Dairy Farmers of Ontario (DFO). The program covers both the business and operation sides of dairy and promises practical information attendees can use on-farm.

“Dairy Sen$e was an extremely educational conference that afforded me the opportunity to network with my peers,” says Ashton. “I gained a wealth of knowledge from many producers and other members of the dairy industry. As I enter the workforce, I use the knowledge I gained at Dairy Sen$e every day to help me along the way.”

Durham College hosted Ashton and 14 others in late April. The students also visited three local dairy farms and learned from a variety of guest speakers, case studies, facility tours and networking opportunities with industry leaders.

“Dairy Sen$e gives participants the opportunity to attend an inperson conference that allows young people who are interested in careers in the dairy industry to interact with each other, research case studies, travel to different farms for site visits and ultimately gain practical skills that will assist the participants to explore endless career opportunities within the dairy industry,” says Kathryn Lambert, 4-H Ontario’s events co-ordinator.

Participants say Dairy Sen$e makes them think critically about how to run a dairy operation while comparing notes and new ideas with peers.

“Seeing different aspects of dairy production through the farm tours and the sessions are invaluable tools participants can take back to their own farms,” Lambert says. “We know they gain practical skills that will set them up to run a profitable dairy business for the future.”

During the three days, students attended classroom sessions with guest speakers from the agricultural and business communities, as well as farm leaders, and had the opportunity to learn financial and production information through group work and various case studies.

Mary Haurilak is Communications Manager, 4-H Ontario. She can be reached at (519) 856-0992, ext. 4650. For more information, visit www.4-hontario.ca.

The event’s farm tours are an annual highlight for participants. “Three local dairy farms were visited and provided attendees the opportunity to view first-hand the practices of the farms and interact with the owners and learn from their operations,” adds Lambert.

During the three days, students attend classroom sessions with guest speakers from the agricultural and business communities, as well as farm leaders.

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E DUC AT IO N: P O S T-S E C O N DA RY

EDUCATING THE NEXT GENERATION OF FARM ADVISERS U of G’s Challenges and Opportunities in Dairy Cattle Production course is a winner

By Katie Duncan

JONATHAN KOOT KNEW taking the Challenges and Opportunities in Dairy Cattle Production course in his final year at the University of Guelph wasn’t required, but strongly recommended.

Koot, a recent graduate of the Bachelor of Science in Agriculture program, majoring in Animal Science at the University of Guelph, had an eye to the future in the dairy industry. He saw the practical nature of the course built on assessing dairy operations for strengths and opportunities and being able to make recommendations to farms to improve their financial viability.

The dairy industry, seeing the value in future career and recruitment opportunities, sponsors the course and its associated activities: an opportunity for students to attend the regional and national Dairy Challenge competitions.

DR . JOH N WA LT ON BU I L D S A L E G AC Y

The popular U of G course got its start in 2006, following a prompt from undergraduate students, including Mark Carson, who wanted to get involved in the North American Intercollegiate Dairy Challenge competition (Dairy Challenge).

Students from universities across North America annually come together and compete, using their knowledge of farm operations and dairy production to present

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viable business opportunities to producers, which are judged by industry experts.

Dr. Walton quickly saw an opportunity for students to participate while honing their skills in rigorous assessment, relationship building, teamwork and presentations while earning course credit, and mirroring the same style of hands-on learning in the competition.

“He had a passion for education at the University of Guelph and this course

was the perfect opportunity for teaching students who are really keen on making contributions to the dairy industry, as well as developing a program to foster some of that excitement and learning,” says Dr. Trevor DeVries, Professor of Animal Biosciences at the University of Guelph.

In 2015, when Dr. DeVries transferred to the main campus in Guelph, Dr. Walton saw an opportunity for the course’s succession. In a brave fight with cancer, he wanted to ensure the course continued.

“In 2015, we taught the course together.

John went to his final competition in the spring of 2016 and passed away that summer,” says Dr. DeVries. “I was counting on co-teaching again that fall, but that wasn’t to be. I took over at that point and I’ve taught it ever since.”

Using Dr. Walton’s teaching model, Dr. DeVries has relied on the help of various industry volunteers, including Carson who now works at Semex, Matt Groen from Cargill, Robyn Walsh from Grand River Robotics, and a few others — most of whom were students of the course in the last decade — for help with judging and assessing student presentations.

The dairy industry, seeing the value in future career and recruitment opportunities, sponsors the course and its associated activities Hudson Bell, Gordon Milley, Myah Vingerhoeds, and Vera Hoogendoorn — 2022 DC national team.

Cassandra Gorrill, Dennis Catt, Chad Bender, and Shelley Nyentap — 2017 DC national team.

The class is taught using a combination of weekly seminars and lectures, followed by four challenges that occur on Fridays and Saturdays to test the students’ skills assessing real-life dairy farms.

During challenges, students are put in groups of four and given a farm case study containing an overview of general operations, ownership, business structure, management, labour, protocols, and herd production, management and health records. Farm visits are done on Friday afternoon with students returning to campus by evening and beginning the work of building their presentations.

This is Dr. DeVries’ favourite part of mentoring students. “By 9 a.m. the next morning, they have to arrive to class professionally dressed and ready to present to the judging panel,” he says. “And they’re

with us until noon. The way they show up, on their own time, ready to show their commitment to learning and seeing how they get excited about it. I really like that part of the process.”

During challenges, students are put in groups of four and given a farm case study containing an overview of general operations, ownership, business structure, management, labour, protocols, and herd production, management and health records.

W W W. M I L K P R O D U C E R . C A • O C T O B E R 2 0 2 3 • 1 1

F ROM C OM PE T I T ION A N D CAREERS

One of the perks for class participation is the potential to participate in the regional and national Dairy Challenge competitions, which follow a similar process.

For the regional competition in October or November, up to six students volunteer to compete. For the national competition, which occurs in March or April, the course judges select four students from the class with a variety of skill sets.

“We’re looking for people who work together well, but also have complementary skills that address different parts of the competition process,” Dr. DeVries says. “We need the analytical type, someone who can sell an idea, someone who’s more artistic and puts together a good visual presentation, and another who might be good with financials.

They all need to understand the production system and be able to answer questions.”

Recent U of G graduate from the Food and Agricultural Business program, Corine Bateman, participated in the national competition in Saratoga Springs, New York, last spring. She credits preparation in the fall course for helping their team come home with a first-place finish.

“Our team did really well at honing in on little inefficiencies that managers don’t always see because they’re on farm every day,” she says. “The farm we assessed was managed extremely well, exceeding New York State averages. Using Dairy Comp data, we were able to sort and examine data trends to focus on reducing somatic cell count, providing heat abatement and improving transition cow health.”

Bateman’s career path working in agricultural lending has benefitted from her time in the course, particularly the course and the competition’s use of financials to constantly think about return on investment.

“Better understanding the budgets that dairies operate under will be something I continue to use in my career.”

Clayton McWilliams, another course alum and winning national team competitor from 2021, went on to use his experiences in both his MSc in Animal Biosciences and now a position at Grand Valley Fortifiers, which handles livestock nutrition in Cambridge, Ont. “Through this class, I learned how to extract data from dairy management software, analyze herd management practices and link those with production/efficiency bottlenecks,” he says. “These skills have proven to be beneficial as a dairy specialist and have given me more confidence early in my career. I also benefited from some of the data management techniques for my Master of Science research.”

Katie Duncan is Communications Officer, Dairy at Guelph.

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E DUC AT IO N: P U B L I C

CHANGING

MINDS Rural Medicine Discovery Week gives budding doctors a fresh perspective on rural practice

By Andrew Brooks

IN MAY, CTV NEWS RAN A REPORT FROM LONDON, ONT., headlined, “More Huron County hospital emergency department closures scheduled.” Citing health-care staff shortages as the culprit, the report was another illustration of the difficulty health authorities in rural areas have in enticing medical professionals to work outside big cities.

One Ontario dairy farm is doing its bit to address the problem, hosting first-year medical students from Western University to learn about life on the farm.

The tour is part of Rural Medicine Discovery Week, a program run by Western’s Schulich School of Medicine & Dentistry. The Kuntz family, which own Ikendale Farms, a 400head, 1,000-acre dairy operation near Hanover, Ont., has been hosting the student tours for more than a decade.

The Kuntz family, which own Ikendale Farms, a 400-head, 1,000-acre dairy operation near Hanover, Ont., has been hosting the student tours for more than a decade.

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“It’s a big problem,” says Chris Tyler Kuntz, co-owner of Ikendale, when asked about the medical underservicing of his part of the province. “It’s a big issue with doctors and nurses here. The farm tour is eye-opening for the students, and part of the hope is that some of them will decide to set up practice in this area.”

Discovery Week has been running since 1998. It takes place from the end of May into early June and is a mandatory part of

medical studies. Beyond the farm tours, students take part in popup clinics, shadow health professionals, network with healthcare teams and participate in community activities. But the farm tours are unique, providing a direct, hands-on experience of rural living.

“None of the students we had here this year had been to a dairy farm in their life, so it was definitely eye-opening for them,” Kuntz says.

“They were milking the cows, feeding the calves, they got to see the equipment, where the manure’s stored, where the feed’s made; they toured the whole operation.”

Kuntz says students are usually surprised at the high technological level of dairy farm operations, and at how much is required to manage a dairy farm.

“They’re always blown away at the size, the investment required and the management it takes to farm nowadays. It’s not Old MacDonald’s farm anymore, that’s for sure.”

That up-close look at what farming involves relates directly to what’s required of a medical practitioner in a rural setting, says Felix Harmos, Associate Director of Distributed Medical Education and Regional Strategy at Schulich.

“Rural practitioners are expected to do a bit of everything,” Harmos says. “Operating

farm machinery is very hazardous, not just because of the size but also because operators have a very limited field of view around the machines. There are a lot of hazards so a rural practitioner has to be a very good generalist.”

Jackie Pennings, administrator for the Bruce County Federation of Agriculture, says part of the tour involves a presentation by a local veterinarian on zoonotic diseases — diseases that can spread from animals to humans. That’s not something typically encountered in urban settings.

definitely consider after taking the farm tours.

“It’s the students’ favourite day of Discovery Week,” Pennings says. “It’s stuff they don’t usually get to see. Whether they feed a calf at a dairy farm or go up in a grain elevator, it makes a real impression on them.”

Approximately 4,000 medical students have taken the farm tours since the program began.

Pennings also notes treating farmers is a bit different than treating people in other settings. Because farming is a 24/7 occupation, someone who experiences an injury or other medical condition but can still work is more likely to finish the tasks at hand before seeking attention. By the time they get medical help, the situation may have progressed.

Harmos estimates approximately 4,000 medical students have taken the farm tours since the program began. When he spoke with Milk Producer magazine, the Schulich School was in the process of gathering hard data on how many students going through the program wound up practicing in farming communities. Anecdotally, students have said rural practice is something they would

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C OV E R S T O RY

Using the hands-on training he received through Ridgetown’s Dairy Herdsperson Apprenticeship program, new grad Scott Morrison has assumed the management of his farm’s breeding program.

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LEARNING OFF THE FARM Flexible ag programs support students in agri-business career paths

By Jeanine Moyer

J

OSH BRANDER WANTED A VERY HANDS-ON POST SECONDARY AGRICULTURE PROGRAM to help him realize his dairy farming aspirations.

He opted for the Animal Science Technology diploma program at Lakeland College, Alta., majoring in dairy science. While he considered agriculture programs in Ontario, he was attracted by the opportunity to manage the on-campus, student-run dairy herd that is a fundamental part of the college curriculum. Currently in his second year of the two-year program, Josh is excelling, having secured a position on the student dairy herd team as the genetics and reproduction co-ordinator, and bringing new ideas home to his multi-generation Rockwood, Ont., dairy farm.

“I’ve become more involved in the breeding decisions being made at home already,” says Josh.

“It’s so rewarding to take what I’m learning at school and put it into practice, while managing the on-campus herd and on our own farm at home in Ontario.”

LEARNING TOGETHER

Parents, Tyler and Debbie Brander of Branderlea Farms, are more than happy to welcome Josh’s new ideas and approaches to herd management. They agree, they don’t want any of their children to feel like they have to continue working the farm and managing the dairy herd the way it’s always been done. “It’s important to us that our family knows they can bring new ideas and experiences back to the farm and that we are open to learning together,” says Tyler.

Milking 45 cows in a tiestall facility, the Branders consider themselves small enough to be self-sufficient when it comes to labour requirements, but large enough to need casual help.

Tyler primarily manages the farm, with the help of the couple’s three children, Josh, Mary and Ainsley, and the occasional local student. Both Josh and Mary are currently at school, pursuing agriculture-related programs, leaving Tyler to source help when he can find it.

Continued on page 19

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DAIRY HERDSPERSON APPRENTICESHIP PROGRAM EXPANDS New virtual modules will allow greater access to dairy apprentice training The expansion of the University of Guelph, Ridgetown Campus Dairy Herdsperson Apprenticeship (DHA) program to reach more students virtually is currently underway.

Last summer, the Ontario government announced $300,000 in funding will be directed to the program.

In partnership with Dairy Farmers of Ontario (DFO), Ridgetown Campus will use the funding to develop virtual learning modules and increase program accessibility to produce highly trained graduates while addressing a labour shortage faced by dairy farms across the province.

“As a long-standing partner, we are proud to support the University of Guelph’s commitment to the dairy industry through programs such as the Dairy Herdsperson Apprenticeship,” says Murray Sherk, DFO board chair. “We are thrilled to work alongside Ridgetown Campus, who will use the Skills Development Fund to virtually expand the program, reach more students and meet the needs of Ontario’s dairy producers.”

The program trains future dairy herdspeople to develop skills to care for animals, enhance milk production, provide proper nutrition and monitor animal health.

Scott Morrison, a 2023 graduate, says the program allowed him to pursue an educational opportunity without leaving his family short-handed on the farm.

“So many dairy farms are facing the same labour shortage problems and it didn’t feel right to leave the farm fulltime knowing that my goal was to return to our family dairy farm,” says Morrison, of Bally Bright Farms in South Woodslee, Ont. “The Ridgetown Campus dairy herdsperson apprenticeship program was the right fit for me, offering the right mix of courses and touring real farms I could learn from.”

Morrison was one of eight graduates in his program year.

Half of the students, like Morrison, had plans to return to the family farm, while the other half were employed on local dairy farms in a herdsperson role.

When it came to pursuing post-secondary education, Morrison knew he wanted to find a program where he

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could learn more about managing a dairy farm beyond his own family farm experience. His parents were supportive, encouraging him to bring new ideas and practices home to the farm.

The farm tours and in-class training were highlights of the program for Morrison, allowing him to visit real working farms and learn firsthand from other farmers, while completing technical training. As a result, he has recently assumed the management of his farm’s breeding program, noting the A.I. training through the DHA has been a significant asset to him. Morrison has also taken over problem hoof trimming thanks to the hands-on training he received.

A two-year program, the DHA advances students’ knowledge and skill development on the farm along with in-class training. Students are required to spend 90 per cent of their program hours training on farms, and 10 per cent participating in school. The new funding will be used to develop a distance education training component to allow program participants to complete the majority of the inclass requirements through distance learning. The in-class training explains the science of dairy production, teaches the theory and practices used on farms and provides an understanding of why and how herd management practices are important. The new virtual component is expected to be provided in two, eight-week modular format levels.

“The DHA is an awesome program and I would encourage anyone considering it to sign up,” says Morrison. “There’s so much you can learn that can be applied to dairy farms.”

"The Ridgetown Campus dairy herdsperson apprenticeship program was the right fit for me, offering the right mix of courses and touring real farms I could learn from.”

— Scott Morrison, Bally Bright Farms

Continued from page 17

Tyler says the ability to be comfortable around cows or large animals is the first thing he looks for when hiring farm labour. “You can teach the techniques and methods of cleaning and milking, but you can’t teach someone how to relax and feel comfortable working around dairy cows,” he says, noting work ethic, initiative and the willingness to ask questions about the task at hand are also skills he seeks in employees. “Those are qualities you can’t teach; they come with experience.”

N E C E S S A RY S K I L L S

Both Tyler and Debbie attended the University of Guelph for post secondary agriculture education. Tyler completed a diploma in agriculture, while Debbie achieved her undergraduate degree in animal science and a masters in epidemiology. The couple are strong supporters of lifelong learning and continue to seek opportunities to improve their own knowledge and skill sets by enrolling in online courses, attending farm tours and staying involved in local community and industry associations.

“I believe problem solving and communications are some of the most important skills required for the next generation of dairy farmers and anyone pursuing a career in agriculture,” says Tyler. Debbie says the ability to work with, communicate and learn from a dairy support team, like their veterinarian, nutritionist and crop adviser are skills

The Brander family strongly supports lifelong learning. Back, left to right: Ainsley, Tyler and Debbie. Seated: Josh and Mary.

Producer Development Fund

IN V E S T I NG I N TO M O RRO W’ S DAI RY L E A D ERS , TO DAY.

As part of an ongoing investment in skills and leadership excellence and continued professional development, DFO has earmarked $50,000 for producers interested in enrolling in a course or program that benefits the dairy farmer organization or community.

Get 25%* back on eligible leadership and development courses with Dairy Farmers of Ontario’s Producer Development Fund.

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“It’s so rewarding to take what I’m learning at school and put it into practice, while managing the on-campus herd and on our own farm at home in Ontario.”

— Josh Brander, Branderlea Farms everyone needs on a farm. She says no matter what you learn in school, you can’t be an expert in everything and the competency to work together, alongside a team is essential.

Practical skills, like artificial insemination and business skills like accounting and financial management also top the list of skills the Branders are hopeful Josh picks up while he’s away at school. “Whatever he learns and brings home to the farm will be an asset to our farm and family,” says Debbie.

Josh’s inventory of skills and knowledge he plans to acquire complement his parents’ expectations, but he also has a different perspective. “There’s plenty dad can teach

me at home, but while I’m away at school, I can experience new ways of doing things that he’s already implemented at home.

Now I can bring home new approaches or methods for consideration,” explains Josh, who says he’s also learning a lot that his dad can’t teach him at home on the farm, such as new technologies, business management, genetics and nutrition.

“I also realize leadership and the ability to network and make connections are valuable skills that everyone should develop in our industry whether they go away to school or not. There’s isn’t much you can’t teach about running a farm if a person is willing to learn, but leadership and making connections are also important.”

F I N DI N G A F U T U R E PAT H

His end goal has always been to milk cows, but the path to get there is still a work in progress for Josh. He’s deciding whether he wants to pursue a degree once he wraps up his diploma program at Lakeland College.

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Today Josh says he may consider an offfarm career in genetics or nutrition, noting he’s most interested in these fields because they are the two most influential ways he believes a farmer can influence their herd and farm.

Back at home, Tyler and Debbie say while it’s never too early to start farm succession planning, it still feels early for their family at this point. They are encouraged by the interest all their children are showing in farming and pursuing education in the agricultural industry, but don’t want to limit their futures with the expectation of returning home to continue on the family farm. “The opportunities are limitless for young people in farming today,” says Tyler.

“Exposing yourself to new and different experiences, gaining an education and learning to work with other people will always be beneficial, no matter if you plan to return to the home farm, start your own farm or support farmers through your chosen career path.”

The Specialist High Skills Major (SHSM) is a specialized program that allows students to gain credits toward their Ontario Secondary School Diploma and focus their learning on a specific economic sector at the same time. The SHSM is an approved Ministry of Education program.

Students receive the SHSM seal on their diploma when they: • complete a specific bundle of eight to 10 courses in the student’s selected field

• earn industry certifications such as first aid and CPR • gain important skills on the job through co-operative education placements SHSMs are available in 19 sectors, including agriculture.

For more information, including a list of high schools and school boards offering the agriculture SHSM, visit www.ontario.ca/page/ specialist-high-skills-major

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The closing of the University of Guelph Kemptville campus in 2015 left a gap in eastern Ontario’s agriculture training and professional development. Algonquin College answered the call for help, launching its Business Agriculture program at its Perth, Ont., campus in 2019.

The new two-year college diploma program was created as a regional, solutions-based approach and designed in consultation with more than 100 industry stakeholders, including Ontario farmers and sector representatives to ensure the skills and training delivered would prepare students for current and future jobs and opportunities available, and ultimately help fill the widening labour gap.

“We heard loud and clear that graduates needed to have business-oriented training to meet today’s ag industry job market and on-farm requirements,” explains Martin Savard, co-ordinator of the Business Agriculture program, who says this academic approach was a shift from previous training programs available at Kemptville College.

“The result has been a success. We still can’t produce enough graduates to fill workforce needs but continue to work alongside our industry advisers to ensure our program is teaching and delivering the right suite of skills and knowledge necessary.”

Fall 2023 welcomed the college’s fifth cohort of Business Agriculture students with averages class sizes of more than 20 students. Students have the option of a regular course load or taking a co-op placement during the Continued on next page

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Savard anticipates enrollment will climb as the college attracts international students and the multi mode approach is extending enrolment beyond eastern Ontario.

“There’s such a demand for graduates with agri-business skills. We look forward to continuing to serve our industry by preparing the next generation of professionals.”

The program offers a flexible approach that allows students to study while balancing other work and student commitments. Participants can choose from three modes of program delivery: on-campus, synchronous virtual inclass, or asynchronous.

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The program offers a flexible approach that allows students to study while balancing other work and student commitments. Participants can choose from three modes of program delivery: on-campus, synchronous virtual in-class, or asynchronous where students learn from recorded lessons and complete projects outside of classroom regular hours. Savard says students can choose how to participate and change their preference from day to day or week to week. The flexibility allows students to complete the program exclusively online if they choose, an option that has attracted a number of mature students.

“We all have demanding lives, especially in agriculture with on-farm needs and varying seasonalities. Everyone appreciates and takes advantage of our flexible approach to learning,” says Savard.

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“The goal is to provide students with the skills necessary to successfully operate a farming operation or provide services to agricultural businesses,” says Savard. As a result of initial industry consultations, the program offers assignments, scenarios and farm tours that relate to real farm or business experiences.

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summer between first and second year. So far, roughly half of each class cohort has enrolled in the co-op program, taking advantage of new industry networking experiences, opportunities to develop select skills and enhancing their exposure to the local agricultural industry. Courses range from agronomy and animal health and nutrition to agribusiness accounting and business planning. The program is taught by eight instructors (one full-time and seven part-time) who all have extensive agricultural industry knowledge and provide lived experiences along with classroom skills training.

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E DUC AT IO N: S C HO O L P RO G R A M S

THE ABCs OF DAIRY

From animals to butter to combines, DFO’s School Programs teach children all about dairy DAIRY FARMERS OF ONTARIO’S (DFO) School Programs team supports students and schools through curriculum-rooted resources, nutritional opportunities and shared giving. All programs are free and accessible to students in Ontario. These programs make fresh milk available in schools, expand students’ knowledge about dairy education and include free digital learning tools for teachers.

• School programs include: Dairy education, Growing Up Dairy, edu.milk.org, edulait.milk.org, Dairycraft, Ontario Dairy Education YouTube channel, Elementary School Milk Program, Milk Club and the Breakfast Rebate program.

• Three full-time staff and more than 50 educators share their passion for dairy with students across the province.

DA I RY E DUC AT ION

The dairy education program provides The dairy interesting and unique lessons based education program on the latest Ontario curriculum. It has been running offers an exciting and interactive for 28 years. learning opportunity for students.

Teachers depend on the program to In 2022, educators help students acquire an insight into visited 1,228 various aspects of the dairy industry schools and and the world around them, including: touched the lives • Educating students on the origins of of 180,595 students. their food.

• Connecting with members of their local community.

• Promoting the benefits of milk for growing bodies.

Educators conduct classroom presentations live or virtually, as well as implement Growing Up Dairy, a correspondence program which allows students to follow the growth and development of a newborn dairy calf and gives them an inside look at life on a dairy farm.

Educators also represent their local dairy producers at community events. Last year, more than 2,000 hours were spent educating consumers and dispelling myths about the dairy industry.

To find an educator, visit: https://ontarioschools.milk.org/Find-an-educator.

2 4 • O C T O B E R 2 0 2 3 • W W W. M I L K P R O D U C E R . C A

E DU. M I L K .ORG A N D E DU L A I T. M I L K .ORG

Classroom learning resources for teachers rooted in the Ontario curriculum in English and French. Teachers can lead their students through a lesson as one group or assign lessons to be done independently.

DA I RYC R A F T

Embracing the concept of gamification in learning, DFO’s education team has developed a digital dairy farm and processing plant in Microsoft’s Minecraft: Education Edition. The Dairycraft play environment features three key lessons for teachers to implement in their classrooms. The first is a science lesson where students travel through a processing plant and learn about the three states of matter and chemical or physical changes. The second is a nutrition lesson that allows students to discover the 15 nutrients in milk and how the body uses them. The final lesson introduces students to the people and roles on a dairy farm. Throughout the lessons, students learn, play and complete activities for achievement.

Go to Minecraft Marketplace and search for the free Dairycraft world.

Dairycraft has been downloaded 6,060,819 times worldwide.

The Dairycraft play environment features three key lessons for teachers to implement in their classrooms. First is a science lesson, second is a nutrition lesson and the final lesson introduces students to the people and roles on a dairy farm.

M I L K C LU B A N D E S M P

• Since 1986, the Elementary School Milk Program (ESMP) has been committed to providing students with milk daily, so they can stay healthy, alert and ready to learn.

• The DFO School Programs team provides resources and support to schools running a milk program.

• To further strengthen students’ love for milk, Milk Club was created to engage with students outside of school.

• In Milk Club, students can make dairy-inspired recipes, play MooBlox, watch dairy education videos or complete dairy education modules to earn redeemable points.

• As of September 2023, more than 8,000 students were registered for Milk Club with the number expected to grow as dairy educators continue to connect with students and parents in the community.

Ontario Schools Website: https://ontarioschools.milk.org/ Sign Up for Milk Club: https://milkclub.milk.org/register

B R E A K FA S T R E B AT E PRO G R A M

Since 2019, DFO has donated annually to the Student Nutrition Ontario Breakfast Program. A total of 3,852 schools and 3.3 million children participated in the program between 2019 and 2022. Sometimes, these programs are the only time a child has access to nutritious milk and dairy products.

YOU T U B E

Used by educators and open to the public, this channel engages students in the mediums they rely on for self-directed learning. Dairy educators use this resource and the hundreds of videos to enhance their classroom lessons.

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Four core playlists: • Udderly Fascinating featuring dairy educator Shelley Kuepfer and her sidekick, Skelley.

Together they explore fascinating facts about dairy and the dairy industry.

• Amoozing Education features trivia content and education lessons.

• On the Farm is a series of hosted videos on local dairy farms in Ontario and feature dairy farming at its best.

• Made with Moo is a recipe series featuring easy-to-make, dairy-forward and fun recipes.

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Used by educators and open to the public, this channel engages students in the mediums they rely on for self-directed learning.

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CALF CARE

SUNKEN FLANK

Properly preparing calves for transport improves disease resistance

By Dr. Dave Renaud RESEARCH CONDUCTED AT THE UNIVERSITY OF GUELPH has identified several metrics that can be used to identify calves arriving at veal facilities that are highrisk for future mortality and treatment for disease. Specifically, calves arriving with an umbilical infection, dehydration, diarrhea and low body weight are more likely to be treated and die. Another factor that was identified to be important in predicting future disease risk was the presence of a sunken flank.

W H AT I S A S U N K E N F L A N K ?

A sunken flank is present when a calf has a hollow abdomen or depression in the paralumbar fossa (the area behind the rib cage is depressed inward). A recent research study evaluated almost 5,000 calves on arrival at a veal facility in Ontario and found 20 per cent, or 991, arrived with a sunken flank, suggesting this is quite common.

W H AT I S T H E I M PAC T ?

In the Ontario study, researchers found calves with a sunken flank were more likely to die. Specifically, calves that had a sunken flank had a four times greater risk of dying in the first 21 days after arrival to the facility when compared with calves without a sunken flank. Another study conducted in Europe also highlighted the risk of a calf having a sunken flank at the beginning of the production cycle where calves with a sunken flank were two times more likely to die over the entire production period. Ensuring calves do not have a sunken flank upon arrival at veal facilities can help reduce mortality.

HOW D OE S A S U N K E N F L A N K O C C U R?

Top: Sunken flank fingers before feeding.

Bottom: Sunken flank.

Photo credits: Dr. Dave Renaud 2 8 • O C T O B E R 2 0 2 3 • W W W. M I L K P R O D U C E R . C A

It is not completely clear how sunken flanks occur; however, it is thought they develop over time when there is a long period between milk meals. As calves with little to no energy input have reduced disease resistance, this is likely the reason for the association between sunken flank and mortality. In addition, the presence of a sunken flank is further compounded by long transport times, where calves will expend additional energy to move and stay warm,

leading to less energy to expend on fighting disease.

PR E PA R I N G C A LV E S FOR T R A NS P ORT

It is important to feed calves as close to transportation as possible. A recent study identified feeding milk immediately prior to transport can help calves have better energy stores when arriving at a veal facility. This highlights the importance of feeding a highenergy diet before transport, which can both reduce the occurrence of a sunken flank but also lead to higher body weight on arrival and thereby reduce disease risk.

It is important to prepare calves for their journey through the marketing system to better prevent the occurrence of a sunken flank in addition to many other health abnormalities. Once calves leave the source dairy farm, it is best if they are brought to a veal facility within a few hours. There are, however, many calves marketed through auctions and transported for long periods of time, leading to a depletion of energy stores, exhaustion and, in the winter, chilling. To combat these challenges, try to establish local connections where calves are only in transit for a few hours.

TA K E-HOM E M E S S AG E S

Sunken flanks are common in calves that arrive at veal facilities. The presence of a sunken flank in an arriving calf is associated with a much greater risk of mortality.

Ensuring calves receive a milk meal prior to transport is critical in improving disease resistance and preventing a sunken flank from occurring. Identifying ways to reduce the time calves are in transit can also help reduce the occurrence of sunken flanks.

Dr. Dave Renaud is a veterinary consultant, ACER Consulting Ltd. and Assistant Professor, Department of Population Medicine, University of Guelph. This article was provided by Veal Farmers of Ontario.

This project was funded by the Canadian Agricultural Partnership, a five-year federalprovincial-territorial initiative.

Leading with traceability For the team at Summitholm Holsteins, traceability is important to build public trust and ensure that our industry can thrive by providing protection, prosperity, and peace of mind. What does traceability mean to you?

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Herd management software allows us to easily input our data in seconds, and then it sends the data directly to DairyTrace.

Ben Loewith, Summitholm Holsteins (Joe Loewith and Sons Ltd.) Milking 480 cows in Lynden, Ontario

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DA I RY R E S E A RC H

There are more than 30 stressors that can affect a dairy cow’s health and performance.

YOU CAN’T TURN OFF

DAIRY COW STRESS Stressors resource centre helps shed light on its complexities

affect dairy cow health and performance.

The industry tends to focus on a handful, addressing each of them individually, but the reality is stressors interact with each other and compound, negatively impacting cow health, performance, reproduction and longevity.

By Chris Gwyn

HOW DO YOU SAVE ENERGY? That’s easy. Turn off the lights. Unfortunately, when it comes to dairy cow stress, it’s not that simple. Stress cannot be turned off with the flip of a switch.

Stress is caused by stressors. There are more than 30 recognized stressors that can 3 0 • O C T O B E R 2 0 2 3 • W W W. M I L K P R O D U C E R . C A

Knowing how stressors work and how they affect cows will help reduce their negative impact and improve revenue.

STRESS AND STRAIN

Each cow handles stress differently. During a RumiNation podcast, University of Missouri professor Dr. Matt Lucy said it’s important to know the difference between stress and strain. “All cows are stressed, but the strain

is how the cow responds to that stress. For example, we have a lot of cows in a herd that make 100 pounds of milk per day. The stress is the production. However, the strain is how she responds to that. We want our cows to have very little strain.”

Genetics can help since they allow a producer to select for a more resilient cow.

“We want cows that can handle these stresses,” says Dr. Lucy. “Once we have the right kind of cows, then you have to manage the remaining strain.”

The key is to identify the stressors that have the biggest impact on you, your cows and your team, and then incorporate solutions to reduce the strain they cause, she says.

K NOW S T R E S S , NO S T R E S S

Knowing more about stress helps eliminate the effects of stress. There are five key categories and solutions to help keep cows comfortable, healthy and productive:

1

Feed Intake Cows can suffer from nutritional stress. Dr. Trevor DeVries, University of Guelph, says nutritional stress can be physiological, where a cow’s body literally reacts to a change in diet. It can be perceptual where the cow views a diet change as different and may stop eating. It can also be behavioural, such as competition for bunk space. Anything that negatively influences intake has a trickle-down effect on rumen health, energy balance, production and cow health.

At the American Dairy Science Association’s 2023 annual meeting, two research reports were presented about nutritional stressors.

Faith Reyes, dairy outreach specialist for University of Wisconsin-Madison, presented research related to stocking density and competition at the bunk, concluding: “As stocking density increased, cows appeared to modulate their bunk visits and eating rates to adjust for greater competition and less opportunity to gain feed bunk access.”

In the second report, Francesca Mazza, product development scientist at Church & Dwight, presented a poster on bacteria, yeasts and molds commonly found in feed.

The results showed spoilage organisms and potential pathogens were more prevalent in the total mixed ration (TMR) than in the individual fermented feed components of the diet. This report highlights the importance of proper feed management practices and reducing feed contamination as a potential stressor.

KEY FACTORS TO HELP ENSURE COW COMFORT: • Adequate feed and resting space • Protection from the elements • Access to high-quality feed and water • Employee training on proper animal interactions

2

Weather Much has been written about heat stress. A cow experiences stress when her heat load is greater than her capacity to remove the heat. She often will adapt by modifying her metabolism to reduce heat production.

Conversely, cold stress is often overlooked.

It’s important producers help cows maintain adequate ration energy density and body condition throughout the winter.

Other weather-related stressors include extreme humidity, excessive rain and snow, and changes in daylight.

MANAGEMENTRELATED STRESSORS: • Human-animal interactions • Stocking density • Group changes • Bunk space • Herd health checks • Social stress

To minimize the impact of weather-related stressors, a whole-farm approach is

Most research on cow stress focuses on one or two stressors, enabling cleaner statistics, yet the on-farm reality means there can be several compounding stressors.

essential. The goal is to maintain good health, feed intake and production levels.

3

Standard Operating Procedures (SOP) Your daily routine may seem harmless, but it can add up to excessive time for cows away from feed, too much time standing out of their stalls and negative social interactions. SOPs can help maximize efficiency and reduce stress.

“Cows are social animals, but there are aspects of a social environment that may actually be stressful,” explains Dr. DeVries.

“For example, overcrowding at the feed bunk or in the parlour’s holding pen, or mixed-parity groups and mixing young animals in with older animals.”

Poor handling can have a direct impact on cow physiology and productivity. “A clear example is bad handling of cows in the parlour,” says Dr. DeVries. “A stress like that can cause a cortisol spike in cows, W W W. M I L K P R O D U C E R . C A • O C T O B E R 2 0 2 3 • 3 1

which may lead to a block or reduction in oxytocin release that may limit milk let-down.”

4

Stage of Production Having a calf can be one of the most metabolically stressful and challenging times. It’s critical to provide a clean and comfortable maternity pen.

Dr. Lucy says stress is also a factor in getting cows pregnant. It’s important for producers to understand reproduction starts in the dry cow pen. “Avoid the long-term drag on cows and take care of them in the transition pen.”

Stressors can impact fertility so using tools to help monitor how cows are reacting to stress is important. For example, detect weight loss in early lactation via body condition scoring (BCS) or body weight camera imaging. Monitoring weight loss is important because a reduction in BCS in the first 30 days in milk can lead to decreased fertility and loss of conception.

5

Herd Health Exposing a cow to stress can increase susceptibility to diseases.

Manage, prevent and treat early, says University of Manitoba professor, Dr. Meagan King.

Dr. King’s research looks at the impact of stressors on production, whether it is from lameness, overcrowding or feed delivery. She

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Having a calf can be one of the most metabolically stressful and challenging times. It’s critical to provide a clean and comfortable maternity pen.

recommends using precision technology, such as rumination or activity tracking information, to look at behaviour, help identify problems promptly and make better management decisions to treat the problem.

Research also shows supplying essential nutrients in a form that guarantees the right level is absorbed can help support cow health and metabolic well-being. For example, supplementing biotin has been proven to improve hoof health, while protected choline and B vitamins have been used to reduce ketosis.

L E A R N HOW S T R E S S OR S A F F E C T YOU R C OWS While there is no “off switch” for cow stress, shedding light on its complexities can help farms manage stressors more easily.

Chris Gwyn is North America Ruminant Business Development Manager, Jefo Nutrition. Visit www.JefoDairyStressors.com, for research, articles, podcasts and more.

E DUC AT ION: P RO C E S S OR S

FROM COW TO CONE

Doug Goff

Century-old ice cream-making course churns out graduates schooled in the art and science

By Theresa Rogers ACTOR AND RAPPER SNOOP DOGG once said when he’s no longer rapping, he wants to open an ice cream shop and call it Scoop Dogg.

He’s not the only one who loves ice cream or who has dreams of sharing it with others. For those people, the University of Guelph’s Ice Cream Technology course is the place to learn.

During his 37 years at the helm of U of G’s course, professor Doug Goff has taught the art and science of ice cream manufacture to more than 1,700 people from around the world, including employees from all the large- and mid-scale processors in Ontario, such as Breyers, Chapman’s, Kawartha, Nestlé and more. He has also educated suppliers of ingredients and equipment to the industry, as well as regulators and inspectors, with a few entrepreneurs thinking of entering the industry sprinkled in.

People from around the world regularly stream into Goff’s ice cream course. “I would say our content, our facilities and our atmosphere in the course are all first-rate,” he says.

The course comes in two flavours — either in-person or virtual.

The in-person course is a traditional short-course, with a blend of lectures, demonstrations and pilot plant activities. Students learn everything from mix processing to freezing to formulation. The virtual course is supplemented with a discussion board and live discussion sessions. Though Goff says each course attracts a different kind of

student, “The online students miss all our tasting sessions. We can’t do much about that!”

Learning how to teach a hands-on course virtually was one of the good things that came out of the pandemic, Goff adds. The cherry on top? CEOWorld Magazine and others rate the course, “One of the top institutes for the ones who are in league to open an ice-cream business.”

W H AT I S YOU R FAVOU R I T E F L AVOU R?

If I want to assess a good ice cream, I go for vanilla, to really see what it’s made of. If I’m eating for fun, I try something different as often as I can. There are some really great flavours out there.

C ON E OR C U P ?

Cone. The sensory experience is really quite different.

T H E B E S T T H I N G A B OU T M Y JOB I S …

Fun Facts Begun in 1914, the Ice Cream Technology course is the longest continuously running course at the University of Guelph.

It is the only one of its kind in Canada.

More than 3,000 people from around the world have learned the science and art of ice cream-making in the course’s 109-year history.

All the people I’ve met over the years, many of whom stay in contact.

People in the ice cream industry are generally fun people.

T H E S E C R E T T O M A K I N G G O OD IC E C R E A M I S …

Good ingredients, good equipment and knowledge.

I F YOU C OU L D S H A R E A S U N DA E W I T H A N YON E , W HO WOU L D I T B E ?

My fourthgreat grandfather Goff. He emigrated from Ireland and got married in Nova Scotia in 1796 to a widow with six children. They went on to have three more, including my third great grandfather. I’d love to know his life story.

W W W. M I L K P R O D U C E R . C A • O C T O B E R 2 0 2 3 • 3 3

WO R L D DA I RY

NORTHERN IRELAND’S CAFRE EDUCATING STUDENTS FOR A FUTURE IN AGRICULTURE

By Chris McCullough EDUCATING STUDENTS FOR A WORKING CAREER IN THE AGRICULTURAL INDUSTRY gives them the practical skills and critical thinking necessary to survive and prosper.

In Northern Ireland, that responsibility falls on CAFRE, College of Agriculture, Food and Rural Enterprise, an umbrella group for three separate campuses.

Northern Ireland’s agriculture education is steeped in history with three campuses dating back decades. Today, around 2,000 students are enrolled, most of whom are local, but some of whom are foreign European Union students.

Below left: Dairy farmers attend open days at the college to learn more about best practices.

Below right: The CAFRE campus at Greenmount is home to the dairy unit.

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CAFRE was formed in 2004 as the umbrella identity for the three existing campuses at Enniskillen, Loughry and Greenmount. They came together under a single management structure to deliver education, knowledge transfer and innovation programs to those entering and working in the Northern Ireland agri-food industry, to support its sustainable growth.

Director Martin McKendry says the college benefits students and prepares them for careers in the industry. “All three campuses have a rich history in agrifood education with Greenmount having its first intake in 1912, Loughry 1908 and Enniskillen 1967.”

The campuses are now highly specialized with Greenmount focusing on agriculture and horticulture, Loughry on food and Enniskillen on equine.

“The investment in world-class facilities across each of the campuses provides an excellent learning environment today for 2,000 students across a range of further and higher education programs,” he adds.

DA I RY FO C US

Learning about dairying is one of the key focus areas at Greenmount College, which has a herd of 180 Holstein cows managed on 170 hectares. As well as the dairy enterprise, Greenmount runs a 130-hectare beef and sheep centre and 1,040-hectare hill farm.

With the dairy unit, Greenmount aims to demonstrate an efficient dairy production system with a focus on environmental sustainability using the most up-to-date technology.

Cows are milked by a 40-point, doubledup, 50-degree herringbone parlour with automatic cow ID and walkover weighing technology.

The herd performs to a very high level with cows producing 700 kilograms of milk solids per year. Cows are bred with strong genetic emphasis placed on sire selection to improve milk protein, fertility, health and lifespan traits. They calve from September to April and graze from March to November.

High-quality winter forage is conserved as grass, maize and whole crop wheat silage.

Students are taught all aspects of sustainable dairy production, particularly in areas of improving efficiency and performance from forage. Linked to this are technology projects on grazing management of high-yielding cows, production of high-quality silage and managing forage maize and whole crop wheat.

The college farm also hosts open day events for dairy farmers where they can take home best practice ideas in relation to a host of areas of milk production, including slurry management, for example, with a range of ammonia emission reduction technologies.

S T U DE N T G OA L S

CAFRE’s focus is preparing students for the workplace and hence the courses are highly practical and industry focused. Students develop skills to enable them to work and develop their farm business or pursue a career in the agri-food industry.

Students have the opportunity to enter education programs at different levels aligned with their qualifications and experience and are then encouraged to progress and achieve their potential.

With the dairy unit, the college aims to demonstrate an efficient dairy production system with a focus on environmental sustainability using the most up-to-date technology.

There are numerous examples of young people enrolling at CAFRE at 16 years of age and graduating with honours or masters qualifications.

E M PL OY E R E N D OR S E M E N T

Northern Ireland’s agriculture sector produces a gross output of just under £1.5 billion each year and is one of the largest employers in the country.

With the current challenges and opportunities facing the agricultural industry, it is essential those considering a career in the sector are capable of adapting to change and availing of market opportunities.

Work placement is viewed as essential at CAFRE, as part of the education, and is crucial in preparing students for a career in the agri-food industry.

Dairy farmer Simon Logan graduated from Greenmount and now hosts students on work placement.

“As a Greenmount graduate, I can safely say one of the longstanding strengths of CAFRE is its dedication to preparing students for the workplace,” Logan says.

“I know the placement students I host will arrive equipped with the necessary skills, understanding and confidence to do the job well, and further develop their skills and experience.”

Loughry food graduate Gary Andrews is Group Skills Development Manager with Northern Ireland dairy processor Dale Farm Ltd.

Vicky Morrison, DFO Board member for Region 9, Elgin, Essex, Kent, Lambton, and Middlesex, once taught at CAFRE. Morrison was a dairy lecturer from 2002 to 2007, running a dairy program called CREAM (Co-Operative for Real Education in Agriculture Management), and working with farmers on technology transfer.

“My favourite part of teaching there was watching the students grow through presenting to the industry panel at the end of each semester,” she says.

Morrison has an undergraduate degree and PhD in Agriculture from Queen’s University Belfast.

“Drawing from my educational experience at CAFRE and my role in dairy processing, the value of well-forged industry links can’t be overstated,” Andrews says.

“CAFRE’s strong connections with the dairy industry offer a well-rounded perspective critical in driving innovation, maintaining high standards of quality, and meeting consumer demands. Networking and collaboration are, indeed, the lifeblood for achieving excellence.”

With the college’s longstanding reputation as the main provider of agri-food education and training in Northern Ireland, CAFRE graduates are making a real difference within the agri-food industry.

W W W. M I L K P R O D U C E R . C A • O C T O B E R 2 0 2 3 • 3 5

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Mountain View Electric Ltd. Enderby — 250 838-6455

Penner Farm Services Ltd. Blumenort — 204 326-3781 Thunder Bay ON – 800 461-9333 Tytech Grande Pointe — 204 770-4898

Pacific Dairy Centre Ltd. Chilliwack — 604 852-9020 ALBERTA Dairy Lane Systems Leduc — 780 986-5600 Nobleford – 587-335-9742

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Lethbridge Dairy Mart Ltd. Lethbridge — 888 329-6202

Conestogo Agri Systems Inc. Drayton — 519 638-3022 1 800 461-3022

SASKATCHEWAN Dairy Lane Systems Warman — 306 242-5850 Emerald Park — 306 721-6844

Claire Snoddon Farm Machinery Sunderland — 705 357-3579

County Automation Ameliasburg — 613 962-7474 Dairy Lane Systems Komoka — 519 666-1404

Contact your local GEA dealer to learn more about GEA ProManure equipment

Keith Siemon Farm Systems Ltd. Walton — 519 345-2734 Lamers Silos Ltd. Ingersoll — 519 485-4578 Lawrence’s Dairy Supply Inc. Moose Creek — 613 538-2559 McCann Farm Automation Ltd. Seeley’s Bay — 613 382-7411 Brockville — 613 926-2220 McLaren Systems Cobden — 613 646-2062 Melbourne Farm Automation Melbourne — 519 289-5256 Aylmer — 519 773-2740 Watford — 519-876-2420 Silver-Tech Systems Inc. Dunnville — 905 981-2350

ATLANTIC PROVINCES Atlantic Dairy Tech.

Charlottetown, PE — 902 368-1719 Mactaquac Farm Equip. Ltd. Mactaquac, NB — 506 363-2340 Sheehy Enterprises Ltd. Shubenacadie, NS — 902 758-2002 Sussex Farm Supplies Sussex, NB — 506 433-1699

O N-FA R M P RO G R A M S

STUDY TAKES FRESH LOOK AT

DEADSTOCK SOLUTIONS

By Lilian Schaer IT’S A REALITY OF LIVESTOCK FARMING THAT SOMETIMES, animals die on the farm.

When that happens, those animals must be handled and disposed of responsibly and properly. In Ontario, the livestock industry primarily relies on rendering, but increasing restrictions are making on-farm management of deadstock challenging.

This led to a request from Dairy Farmers of Ontario, Veal Farmers of Ontario, Beef Farmers of Ontario, Ontario Sheep Farmers and the Ontario Federation of Agriculture to the Ontario Ministry of Agriculture, Food & Rural Affairs (OMAFRA) for help in addressing the livestock mortality issue with both short-term relief for farmers and longterm options that will result in practical and sustainable solutions.

With funding from OMAFRA, Livestock Research Innovation Corporation (LRIC) has

completed a study to revisit the deadstock issue in the province in hopes of finding new solutions to this long-time challenge.

Driving forces behind the deadstock — or fallen stock as it is also called — challenge include escalating costs that have made on-farm pick-up uneconomical across a large part of Ontario, increasing regulations and restrictions on what was acceptable for collection, as well as limiting products of value produced by rendering.

Study lead Jennifer MacTavish, an independent consultant hired by LRIC to carry out the study, has consulted with close

to 70 individuals and organizations, and completed an international scan as part of her search for information and solutions to the issue.

“Ontario farmers have options; none of them are great, but we do have options,” says MacTavish. “And in looking outside of our borders, nobody has a silver bullet or a solution that we’re not already doing or haven’t already thought of.”

Rendering remains the preferred solution for deadstock, a biosecure process that kills pathogens and results in usable end products. Other solutions include burial and

“Ontario farmers have options; none of them are great, but we do have options.”

— Jennifer MacTavish, Consultant

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composting — which are used by many Ontario producers but come with the caveat “if done properly” and aren’t feasible options in the winter months. Incineration is another option, but one that is no longer allowed in some countries, such as the United Kingdom, due to negative public perception.

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Considering One Health, which is the interaction of human, animal and environmental health, more people beyond agriculture should be sitting at the table, including groups like the Ministry of Environment, Conservation and Parks, and Ministry of Natural Resources.

According to MacTavish, there is a lack of consistent investment in developing capacity, regulations impacting handling and disposal of deadstock lie within five provincial acts, and there is a lack of a co-ordinated approach and no consistent solutions across the livestock sectors.

“We have 12 groups that touch deadstock in some way, but they don’t necessarily touch each other, and nobody is talking to each other,” says MacTavish, adding one of the hoped-for outcomes of the project is to bring all stakeholders together to contribute to a search for solutions.

Labour and profitability are challenges for everyone, and the sector is also at the mercy of international decisions, such as when the European Union decreased the volume of hides it is willing to import.

Ontario is a large province, making logistics and transportation costs key factors that influence the availability and affordability of deadstock services for producers. Statistics show the cost of a pickup more than 192 km away from a rendering plant is not economically feasible, for example.

However, there is value in deadstock from a variety of products, such as animal feed, biogas and renewable diesel. As well, finding solutions for deadstock has the support of government, Ontario has a variety of options, and there is the potential for developing a new circular economy around rendering.

“There’s a need to think about the return on investment of deadstock when considering solutions, especially if the industry relies on for-profit businesses to provide these services,” MacTavish says.

Companies currently providing deadstock services in various regions of Ontario include Barn Angels Composting in Georgetown, Atwood Resources in Atwood, and Sanimax ABP in St. Albert. Darling Ingredients out of Dundas also provides services, but only for swine and poultry.

A copy of the final report is available from LRIC by contacting info@livestockresearch.ca.

This article is provided by Livestock Research Innovation Corporation as part of LRIC’s ongoing efforts to report on research developments and outcomes, and issues affecting the Canadian livestock industry.

APPLIED SCIENCE

SILAGE STORAGE TO MANAGE MYCOTOXINS

By Christine O’Reilly

WET WEATHER FROM SILKING THROUGH GRAIN FILL INCREASES THE RISK OF EAR AND STALK ROT INFECTIONS IN CORN. Gibberella ear and stalk rots can produce deoxynivalenol (DON) and other mycotoxins that reduce feed intake and suppress animals’ immune systems. Young stock and high-production animals are at increased risk of health problems from eating feeds containing mycotoxins.

Ensiling corn correctly prevents fusarium moulds like Gibberella from producing more mycotoxins in storage. Research has shown DON levels in corn silage stay the same or decline over time. Fusarium moulds do not like low-pH, low-oxygen environments. Inefficient fermentation in dry silage results in the pH not dropping far or fast enough to prevent fusarium activity. The correct moisture content varies with the type of silo being used (see Table 1). Because DON is water soluble, researchers suggest some DON may be “washed out” with seepage from wet silage.

keeps up with the rate at which oxygen moves into properly packed silage and minimizes spoilage.

DON testing is used as an indicator of whether mycotoxins are likely to be a concern, but it is even better to have a lab test for a panel of common mycotoxins. Producers should talk with their nutritionist about mycotoxin-testing their silage after fermentation is complete and before feeding. It takes at least three weeks for corn silage to completely ferment. A nutritionist can advise on safe feeding practices for ingredients with elevated mycotoxin levels.

Mycotoxin guidelines in total rations, on a dry matter basis

Table 1. Correct moisture content for silage crops Type of Silo

% Moisture Content

% Dry Matter Content

Horizontal (bunker) silo

65 to 70 per cent

30 to 45 per cent

Bag silo

65 to 70 per cent

30 to 45 per cent

Tower silo

62 to 67 per cent

33 to 38 per cent

Oxygen-limiting tower silo

55 to 60 per cent

40 to 45 per cent

Corn silage that is too dry is also difficult to pack. This makes excluding air from the silage challenging. Tower silos rely on gravity to pack the silage. For bunker and bag silos, operators must match the rate of silo fill with appropriate packing time and force to exclude air properly. Silos should be packed to a density of at least 240 g dry matter/L (15 lbs DM/ft3). On an as-fed basis, a litre of packed silage should weigh 640 to 800 grams (40-50 lbs/ft3) or more.

To maintain an airless environment, the silo must be sealed until fermentation is complete. Silos should be sized so that a minimum of 15 centimetres (six inches) of face is fed out daily. This feed-out rate

Mycotoxin

Concern Level1 (ppm)

Potentially Harmful Level2 (ppm)

DON

0.56

2.5 — 6.0

Zearalenone

0.56

3.9 — 7.0

T-2

0.25

0.7 — 1.5

HT-2

0.25

1.5 — 3.0

Concern Level: indicates favourable conditions for mycotoxin production. May require further testing, especially if moderate symptoms are present. Limit the amount of suspect feed fed if performance and/or health symptoms persist.

Discontinue use if severe production decreases occur and/or acute clinical symptoms appear.

1

Potentially Harmful Level: Mycotoxins at these levels suggest toxin involvement in depressed performance and/or acute clinical symptoms.

Discontinue feeding, at least temporarily, sample and test.

2

From OMAFRA Factsheet “Molds and Mycotoxins — Mycotoxin Levels and Interpretation”.

Christine O’Reilly is Forage and Grazing Specialist, Ontario Ministry of Agriculture, Food and Rural Affairs (OMAFRA).

W W W. M I L K P R O D U C E R . C A • O C T O B E R 2 0 2 3 • 3 9

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next issue Young Producers 4 0 • O C T O B E R 2 0 2 3 • W W W. M I L K P R O D U C E R . C A

DFC IN ACTION FALL UPDATE

FROM DAIRY FARMERS OF CANADA September saw the House and Senate retake their seats the week of the 18th. Dairy Farmers of Canada (DFC) is closely monitoring the activities of all parties to ensure our sector’s priorities remain top-of-mind.

FCC PROGRAM INCENTIVIZING DAIRY SUSTAINABILITY IS NOW LIVE

Off the Hill and on the farm, a reminder that all calves born on dairy farms must be identified with approved white dairy tags (i.e., single button RFID tag or dual tag set) as of September 1.

Canadian dairy producers who are Farm Credit Canada (FCC) customers and meet sustainability requirements can access an incentive payment up to $2,000 through the FCC Sustainability Incentive Program.

We have also implemented new requirements for the proAction® program. You’ll find all the information you need under Farmers Resources on the Dairy Farmers of Canada (DFC) website: https:// dairyfarmersofcanada.ca/en/farmer-resources

The criteria to qualify for the Program payments will be a combination of herd sustainability metrics and proAction Environmental Questionnaire results. Producers on milk recording with Lactanet will be able to use the recently launched Herd Sustainability Index results, while those not on milk recording will also be able to qualify through providing similar metrics. Full details on the qualifying requirements are to come this fall.

Here’s what’s coming up going into the fall:

STATEMENT ON THE CPTPP PANEL DECISION The Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) Dispute Settlement Panel ruled in part against Canada in a dispute with New Zealand. It agreed with two of six claims made in New Zealand’s complaint, ordering Ottawa to change how it uses quotas.

David Wiens, president of DFC, voiced this reaction: “Dairy Farmers of Canada is disappointed with the dispute panel’s ruling (pools) which found that two of the six elements challenged by New Zealand were inconsistent with the Comprehensive and Progressive Agreement for Trans-Pacific Partnership. Nonetheless, the panel found that 4 of New Zealand’s claims were unfounded.

“We now call on the federal government to do a thorough review of the measures the government of New Zealand has put in place to support its dairy sector to ensure that they are consistent with its international trade obligations.”

This program, a collaboration between DFC, FCC, and Lactanet, was announced in July at the DFC annual general meeting in Winnipeg. The goal is to help Canada’s dairy industry move closer toward its net-zero targets.

For more information, please visit fcc.ca.

DFC’S UPCOMING CAMPAIGN: BIODIVERSITY – IT’S IN OUR NATURE Preserving and encouraging biodiversity locally helps the environment be more resilient to climate change, and that helps agriculture be more resilient. Some ecology experts say that we cannot think of net-zero without thinking of biodiversity.

It’s the theme of the next chapter in the Dairy Net Zero story DFC is telling consumers.

Our next ad campaign, “Biodiversity – It’s In Our Nature,” shows how Canadian dairy farmers are conserving the land to promote biodiversity on their way to Net Zero by 2050. It showcases real dairy farmers from across the country who are working to collectively reduce and neutralize their carbon footprint.

We frame these practices as part of a bigger picture of environmental sustainability, showing consumers the real hard work you’re doing maintaining grasslands, conserving wetlands, and planting trees. Look for this campaign on TV and social media in late October!

B AC K4 0 : A L O O K B AC K I N M I L K P RO DUC E R M AG A Z I N E H I S T ORY

Benjamin Franklin once said an investment in knowledge pays the best interest. Dairy farmers live this mantra every day, whether investing time to volunteer at a fall fair where there are abundant public education opportunities, or when pursuing personal education goals. Farmers want to do right by their animals, their families and their communities, and they know knowledge is power.

There are myriad avenues for learning today from immersive dairy farm experiences at The Royal Agricultural Winter Fair and Canadian National Exhibition to webinars from suppliers and other dairy supply chain partners to secondary and post-secondary programs.

4 2 • O C T O B E R 2 0 2 3 • W W W. M I L K P R O D U C E R . C A

Today’s farms are high-tech and farming demands an entrepreneurial, business skillset. Beyond the basic in-person opportunities presented in this 1966 issue of Milk Producer, in-person and virtual seminars on farm management now comingle with courses on new dairy farming technology, environmental innovations, animal care, milk production, nutrition and dairy processing.

Young or old, whether local, provincial, national or international, the opportunities are there and it’s never too late to learn something new.

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