a conservation plant

[milibest]

slt mes amis j'ai besoin de projet d'Anglais qui s'appelle a conservation plan svp j'attends les repenses et je je remercies qui m'a donné en avance

[بيلسان الايمان]

moi aussi
.......

[جزائرية و اعتز]

i wish this could help u

CONSERVATION PLANS…
a benefit or a burden?

Kate Clark

There is a new buzz phrase sweeping through the world of historic building conservation; 'conservation plans'. Everyone from Heritage Lottery Fund applicants to English Heritage and the National Trust seem to be writing them. But are conservation plans the product of just another bit of bureaucracy, dreamed up to make it even more difficult to care for a historic place? Or do they simply reflect a return to the good old fashioned principle of understanding places before you conserve them, which will benefit owners and buildings alike?

Conservation plans can be used to inform a wide range of projects from the conservation of a ship to a whole town and its surroundings.

WHAT IS A CONSERVATION PLAN?
At its simplest, a conservation plan is a document which explains why a site is significant and how that significance will be retained in any future use, alteration, development or repair. The same approach can be used for historic gardens, landscapes, buildings, archaeological sites, collections or even a ship, and is particularly relevant when a site has more than one type of heritage.

Conservation plans have many different uses. The preparation of a conservation plan should be the first step in thinking about any new alterations, repairs or management proposals. It could be useful for prospective buyers or anyone planning development on an historic site. An owner will find a conservation plan particularly useful when planning the use of space and when establishing what might need listed building consent. Conservation plans also make it possible to work cumulatively - so often we waste time and money when the understanding or recording work of previous generations is lost.

Conservation plans are not new. There are already several publications on recording and analysing historic buildings and English Heritage have two useful leaflets - Development in the Historic Environment and Management Guidelines for Listed Buildings, which explain how understanding historic buildings can help developers and managers. However, the Heritage Lottery Fund found that they needed a standard approach to assessing different types of heritage, which would help to ensure that the funds they dispersed were beneficial. So, in March 1998 they published a new guidance note Conservation Plans for Historic Places. Based on the work of James Semple Kerr who developed this approach in Australia, it nevertheless reflects the fact that most UK sites are older, more complex and encompass different types of heritage. Speaking at a conference in Oxford to launch the guidance, Kerr stressed the flexibility of the approach.

However, to produce a conservation plan which is effective can take time and specialist expertise. As a result the Heritage Lottery Fund only requires a conservation plan to be submitted for large applications or where the project is particularly sensitive to change or particularly complex, such as sites in multiple ownership. Nevertheless, many other projects could not be effectively managed without one, just as a business could not be run properly without a business plan.

Conservation plans can be used to inform a wide range of projects from the conservation of a ship to a whole town and its surroundings, such as Whitby.


THE CONSERVATION PLAN PROCESS
The important thing to remember is that a conservation plan is not a list of headings but a thinking process, and one which anyone who cares for historic sites probably goes through already. The first stage involves understanding the site. Most people assume that they already do this, but the complexities of day-to-day site management means that there is rarely an opportunity to set it down systematically. So the first part of a conservation plan involves background research, drawings and the assessment of the 'physical history' of the site.

ASSESSING SIGNIFICANCE
Once the development of the place is clear, the next stage is to explain the significance of the site both in general and in terms of its different components. Here is an opportunity to explore the values we place on historic sites - be they community, social, educational or aesthetic; local, regional or national. Untangling this mosaic of values makes it much easier to think about what we are trying to achieve when we conserve a site.

VULNERABILITY
Before writing policies, it is useful to pause in order to think more about the process of change. If policies are going to help manage change you need to first understand change. The conservation plan should identify all the things that are happening to a site that make it vulnerable - including, for example, any small cumulative alterations, loss of fabric, problems with mixed ownership, conflicts between different types of heritage, the pressures of visitors, and the need for better access.

Barber's Yard, Hertford A conservation plan (prepared by Acanthus Lawrence & Wrightson Architects) secured a difficult planning application to convert these former maltings at Old Cross Wharf, Hertford. ©Acanthus Lawrence & Wrightson Architects

WRITING POLICIES
Writing policies is the last stage. These should provide practical guidelines which explain how the significance of the site can be retained in any future uses, alterations, maintenance regimes or development. They can relate to individual topics - such as disabled access, restoration, lighting, setting or fabric - or to individual areas of the site. A policy on restoration might, for example, be appropriate for one part of the building and not another.

Good policies are hard to write. They can involve real debate and a good deal of consultation, which should extend to anyone who has a stake in the site, whether landowners, local authorities, local people or conservation advisers.

The final production should be a document which is well presented, easy to read and informative, but not too long (the hard work nd research can go into appendices) and one which represents as good a degree of consensus as can be achieved.

AFTER DRAFTING
Once the plan is in place, it is a relatively simple matter to draft management proposals, prioritise expenditure or begin to think about new design opportunities, each of which will benefit from the information in the plan.

This does not mean that a conservation plan is a straight-jacket which constrains future development. This is partly because a plan should be reviewed as often as necessary and also because, the better the site is understood, the more flexibility there is. The conservation plan should help to manage change intelligently, where change is appropriate, and not constrain it forever.

All of this sounds complicated and bureaucratic, and, if badly handled, it can be. But it is surprising how often a clear understanding of a site and what it needs can help in the tricky process of finding acceptable solutions for historic sites.

FURTHER INFORMATION
'Conservation Plans for Historic Places' is available from the Heritage Lottery Fund (020 7591 6000).
Copies of 'The Conservation Plan' by James Semple Kerr are available from ICOMOS UK (020 8994 6477).
Conservation Plans in Action: proceedings of the Oxford Conference (edited by Kate Clark and published by English Heritage in 1999) is available from English Heritage.
Further advice on commissioning and preparing plans is available from Kate Clark at English Heritage (020 7973 3724). It includes a standard brief to help with commissioning a conservation plan.

[جزائرية و اعتز]

Author

KATE CLARK is Head of Historic Environment Management at English Heritage. After digging in Central America, Zanzibar and Kenya, she joined the Ironbridge Gorge Museum before working as a conservation officer for the Council for British Archaeology and as an Inspector of Ancient Monuments with English Heritage. She specialises in industrial archaeology and has a particular interest in sustainability and the historic environment.

[milibest]

mon projet contient ça mais merci pour lles repences mes amies
aconsevatin fact sheet

NATURAL RECOURSE***********

&.soil..
&water
&wild life and spaces
& mineral Resources
&mounuments

Human resources
& Healtth
&education
& culture
& economy
B.diagrams with presentations of how the public amenties and disposal systems work in your town . (use sequencers and the present simpale passive )


C. a country code and a town code ( use modals with the passive ) & Health
[IMG]file:///C:/DOCUME%7E1/djloul/LOCALS%7E1/Temp/msohtml1/01/clip_image001.gif[/IMG]

[halimou02]

Conservation Face Sheet

Natural resources:

Mineral:
To be classified as a "true" mineral, a substance must be a solid and have a crystal structure. It must also be an inorganic, naturally-occurring, homogeneous substance with a defined chemical composition. The chemical composition may vary between end members of a mineral system. For example the plagioclase feldspars comprise a continuous series from sodium-rich albite (NaAlSi3O8) to calcium-rich anorthite (CaAl2Si2O8) with four recognized intermediate compositions between. Mineral-like substances that don't strictly meet the definition are sometimes classified as mineraloids. Other natural-occurring substances are Nonminerals. Industrial minerals is a market term and refers to commercially valuable mined materials (see also Minerals and Rocks section below).
Soil:
is the collection of natural bodies that form in earthy material on the land surface. The term is popularly applied to the material on the surface of the earth's moon and Mars, a usage acceptable within a portion of the scientific community.Soil consists of mineral and organic matter, as well as living organisms. Soil, comprising the pedosphere, is positioned at the interface of the lithosphere with the biosphere, atmosphere, and hydrosphere. Soil formation, or pedogenesis, is the combined effect of physical, chemical, biological, and anthropogenic processes on the geological parent material resulting in the formation of soil horizons.
Wildlife:
is all non-domesticated plants, animals, and other living things. Domesticated wildlife are plants, animals, and other living things that have been removed from nature and raised in an environment that is more or less controlled. Domestication, act of taming, or controlling, wild plant and animal species and producing them for human benefit, is performed often and has an impact on the environment, both postive and negative.Wildlife is a very general term for life in ecosystems. Deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.


A monument:
is a statue, building, or other edifice created to commemorate a person or important event. They are frequently designed as artistic objects to improve the appearance of a city or ********. Cities that are planned such as Washington D.C. and Brasília are often built around monuments. The Washington Monument's ******** (and vertical geometry, though not physical detail) was conceived to help organize public space in the city before it was ever connected with George Washington. Older cities have monuments placed at ********s that are already important or are sometimes redesigned to focus on one. As ****ley suggested in his famous poem "Ozymandias" ("Look on my works, ye Mighty, and despair!"), the purpose of monuments is very often to impress or awe. In English the word "monumental" is often used in reference to something of extraordinary size and power. The word comes from the Latin "monere," which means 'to remind' or 'to warn.'

Water:
is a tasteless, odourless substance that is essential to all known forms of life and is known as the universal solvent. It appears colorless to the naked eye in small quantities. It covers nearly 70% of Earth's surface. The UN Environment Program estimates there are 1.4 billion cubic kilometres (330 million mi3)[1] available on Earth, and it exists in many forms. It appears mostly in the oceans (saltwater) and polar ice caps, but it is also present as clouds, rain water, rivers, freshwater aquifers, lakes, and sea ice. Water in these bodies perpetually moves through a cycle of evaporation, precipitation, and runoff to the sea. Clean water is essential to human life. In many parts of the world, it is in short supply. Significant quantities exist on the moons Europa and Enceladus. Thales of Miletus, an early Greek philosopher, known for his analysis of the scope and nature of the term "landscaping", believed that "all is water."

Food:
is any substance, usually comprised primarily of carbohydrates, fats, water and/or proteins, that can be eaten or drunk by animals (including humans) for nutrition and/or pleasure.[Most cultures have a recognizable cuisine: a specific set of *****ng traditions, preferences, and practices, the study of which is known as gastronomy.[2] The study of food is called food science. In English, the term food is often used ****phorically or figuratively, as in food for thought.
Water:
s a tasteless, odourless substance that is essential to all known forms of life and is known as the universal solvent. It appears colorless to the naked eye in small quantities. It covers nearly 70% of Earth's surface. The UN Environment Program estimates there are 1.4 billion cubic kilometres (330 million mi3)[1] available on Earth, and it exists in many forms. It appears mostly in the oceans (saltwater) and polar ice caps, but it is also present as clouds, rain water, rivers, freshwater aquifers, lakes, and sea ice. Water in these bodies perpetually moves through a cycle of evaporation, precipitation, and runoff to the sea. Clean water is essential to human life. In many parts of the world, it is in short supply. Significant quantities exist on the moons Europa and Enceladus. Thales of Miletus, an early Greek philosopher, known for his analysis of the scope and nature of the term "landscaping", believed that "all is water."

Human resources:
Health:
is the functional and/or ****bolic efficiency of an organism, at any moment in time, at both the cellular and global levels. All individual organisms, from the simplest to the most complex, vary between optimum health and zero health (dead).In the medical field, health is commonly defined as an organism's ability to efficiently respond to challenges (stressors) and effectively restore and sustain a "state of balance," known as homeostasis.Another widely accepted definition of health is that of the World Health Organization "WHO". It states that "health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity"[1]. In more recent years, this statement has been modified to include the ability to lead a "socially and economically productive life." The WHO definition is not without criticism, as some argue that health cannot be defined as a state at all, but must be seen as a process of continuous adjustment to the changing demands of living and of the changing meanings we give to life. The WHO definition is therefore considered by many as an idealistic goal rather than a realistic proposition.
Education:
is the process by which an individual is encouraged and enabled to fully develop his or her potential; it may also serve the purpose of equipping the individual with what is necessary to be a productive member of society. Through teaching and learning the individual acquires and develops knowledge and skills.The term education is often used to refer to formal education (see below). However, the word's broader meaning covers a range of experiences, from formal learning to the building of understanding and knowledge through day to day experiences. Ultimately, all that we experience serves as a form of education.
The word culture:
from the Latin colo, -ere, with its root meaning "to cultivate", generally refers to patterns of human activity and the symbolic structures that give such activity significance. Different definitions of "culture" reflect different theoretical bases for understanding, or criteria for evaluating, human activity.
An economy:
is a set of human and social activities and institutions related to the production, distribution, exchange and consumption of goods and services

[tomicha]

est -ce que vous pouvez tèrminer B etC ? MERCIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIII

[بيلسان الايمان]

[milibest]

merci bcp ma soeur je c ps comment je te remercie pour ton aide mais tu ps écrire comment préserve - nous ces resources si tu as plus d'informations je serai trés *******e e
gros bisou
ta soeur mili

[SOUFIANE 10]

but what ..... on va voir autre ami tinkite po

[seif.hs01]

أنا أتقدم بجزيل الشكر لمن قدم هذا الموضوع وأتمنى أن يبارك الله له في جميع مجالات الحياة