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Core of land use planning

The core element in land use planning is the dialogue amongst all participants to reach decisions based on consensus. A major task of land use planning is to accompany and motivate the participants and those affected in order to attain a conciliation of interests concerning land resources, types and extent of land use. The land use planning process covers all steps extending from the collection of data and information through its processing, analysis, discussion and evaluation right up to the negotiation for a consensus concerning the form of land use to be practiced. This includes the pre-requisites for preparing, initiating and implementing the plan. Land use planning is first and foremost a process of clarification and understanding between people who together wish to change some-thing and prepare future actions systematically. In the process, the elements of a plan are worked out co-operatively. The core part of a planning process is therefore a commonly desired objective to be achieved by implementing the plan. Time planning is linked to the physical/geographic/ecological planning of areas, and the two are mutually dependent. Land use is considered to be sustainable when it is both socially and environmentally compatible desired by the society, technically vi-able and when it makes economic sense. This means social justice, long-term sustainability of natural resources, acceptance and social compatibility, economic efficiency, viability. 42 Land use planning creates the prerequisites required to achieve a type of land use, which is sustainable, environmentally compatible, socially desirable and economically sound.

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Matching land use requirements with land qualities

A kind of land use should be described in terms of its products and management practices. The description must be sufficiently detailed to assess its land use requirements and to plan the necessary inputs. It must include the description of conditions which are potential constraints for production. The physical requirements of a specific land use type are water, nutrients, temperature regime, salt tolerance. Based on the identification of limiting values which are critical for yield levels, we divide yield levels into classes according to growth requirements and potential changes in external inputs in the land use system. Land use requirements should be identified according to the following criteria: - The land should be able to support the land use on a sustained basis; - The use should yield benefits that justify the inputs. To meet land suitability a land use planner is to be able to separate suitable land from unsuitable according to sustainability and profit-ability. Trials and experience of land users must be used choosing the plot of land. Land suitability classes reflect degrees of suitability. Lands are subdivided into classes according to their degree of suitability and magnitude of changes required to achieve a satisfying level of productivity. Land suitability subclasses reflect kinds of limitations, or main kind of improvement measures required within classes. A land use planner is to identify limitations which may be reduced by specific improvements. E.g. land unit evaluated as subclass S2e means erosion 43 hazard and land unit evaluated as subclass S2w means inadequate water availability. After matching land qualities and land use requirements, we can prepare options for development in the form of land use system, which include descriptions of bio-physical requirements and the socio-economic characteristics of different land use types. Land use system includes the combination of a land unit and a land use type. Outputs are presented to land users and decision makers as land suitability maps and descriptions of land use types.

 

 

GRAMMAR REVIEW

Exercise 1. Употребите нужную форму глагола to have. Ненужную форму вычеркните.

1) My granny (have/has) a big room. The room (have/has) two windows. Under the windows my granny (have/has) roses.

2) Mark and Pete like bikes. They (have/ has) four bikes: Mark (have/has) two bikes and Pete (have/has) two bikes. They ride their bikes in the morning.

Exercise 2. is или has? Напишите предложения в полной форме. Следуйте приведенной модели.

She’s in the bed because she’s got a bad cold.

She is in bed because she has got a bad cold.

1. Tom's got a new bike because it's his birthday. He's fourteen today.

_____________________________________________________________________

2. Mary's afraid of spiders.

_______________________________________________________________________

3. Bob's cousin's from Australia.

________________________________________________________________________

4. He's got blonde hair and he's very tall.

_______________________________________________________________________

5. "What's he got in his hand?" - "It's his pet mouse."

_____________________________________________________________________

6. It's half past eight and he's still in bed. He's got school at nine.

_____________________________________________________________________

7. "Where's his house?" — "It's in the country and it's got a beautiful big garden."

_____________________________________________________________________

8. "Why's he got his jacket on?" - "He's cold."

_____________________________________________________________________

Exercise 3. Вставьте нужную форму глагола to be или гла­гола to have got. Напишите отрицательные и вопросительные предложения. Напишите краткие ответы.

She is from Sydney.

She isn't from Sydney.

Is she from Sydney?

  Yes, she is.

She has got blue eyes.

She hasn't got blue eyes.

Has she got blue eyes?

No, she hasn't.

1.Mr and Mrs Brown___________three children.

__________________________________________

__________________________________________?

Yes,_______________________________________

2. The sky __________________very cloudy.

_____________________________________

_____________________________________?

Yes,__________________________________

3 There________ milk in the fridge.

_____________________________________

_____________________________________?

No,__________________________________

4. Mike___________ a new computer for his birthday.

____________________________________________

____________________________________________?

No,_________________________________________

 

Exercise 4. Закончите предложения, используя сравнительную степень прилагательного в скобках. Добавьте than, где это необходимо. Следуйте приведенной модели.

This case is heavier than (heavy) that one.

 

1. Her brother (tall)___ her.

 2. A cat is(small) ___a tiger.

 3. This exercise is (easy)___ that.

 4. His writing is (bad)___ his brother’s.

 5. She is a (good) student___ her brother.

 6. London is(big) ____ Bristol.

 7. He is (intelligent) ____his sister.

 8. My sister is(tidy) _____ me.

Exercise 5. Закончите предложения, используя превосходную степень прилагательного в скобках и артикль the. Следуйте приведенной модели.

Where is the nearest (near) bank, please?

1. Sam is_________________________(tall) in his class.

2. I think Gone with the Wind is _________________(long) and _______________(boring) film ever made.

3. He’s _________________________(interesting) person I know.

4. July is_____________________(hot) month of the year.

5. January and February are __________________________(cold) months of the year.

6. Sarah is ____________________________(pretty) of the three sisters.

7. Carol is eleven, Joe is ten and Frank is fourteen. So Joe is_____________(young) and Frank is ______________________(old).

8. ______________________(good) restaurant in this town is in High street, it is also ______________________(expensive).

Exercise 6. Выберите правильный ответ

1) Which is heavier?

The elephant

The blue whale

2) Which river is longer?

 The Mississippi?

The Volga

3) Which mountain is higher?

Mount Blanc in the Alps

Mount Etna in Italy

4) Which ocean is larger?

The Indian Ocean

The Atlantic Ocean

5) Which lake is smaller?

The Baikal

The Loch Ness

6) Which planet is nearer the sun?

Venus

The Earth

7) Which is older?

The Parthenon in Athens

The Colesseum in Rome

 

Present Simple.

Exercise 7. Раскройте скобки, употребляя глаголы в Present Simple.

1. My working day (to begin) _________at seven o'clock. I (to get) up, ________(to switch) __________on the radio and (to do) ________my morning exercises. It (to take) _________me fifteen minutes. At half past seven we (to have)__________ breakfast. My father and I (to leave) __________home at eight o'clock. He (to take) ________a bus to his factory. My mother (to be) _______a doctor, she (to leave)_________ home at nine o'clock. In the evening we (to gather)_________ in the living room. We (to watch) ________TV and (to talk)_______.

2. My sister (to get) up________ at eight o’clock. 3. She (to be) ________a schoolgirl. She (to go) ________to school in the afternoon. 4. Jane (to be)_________ fond of sports. She (to do) _________her morning exercises every day. 5. For breakfast she (to have) __________two eggs, a sandwich and a cup of tea. 6. After breakfast she (to go) __________to school. 7. It (to take) _________him two hours to do his homework. 8. She (to speak) _______French well.

Exercise 8. Раскройте скобки, употребив глагол в правильной форме.

a) Sylvie studies (study) French at the University. She ______(not know) what she wants to do when she ____(finish) her degree. Sylvie ____live at home with her family.

b) Max _____ (work) in the city. He ____(have) a new sport car, and a big house. He _____ (enjoy) going out and spending lots of money. He ____(not smoke) and he ____(do)

 a lot of exercise in the gym.

c) Albert ___(not work) in the city. He’s 75 years old. He usually _____(spend) his time at home. He _____(watch) TV and _____(read) the newspaper. Sometimes he _____(go) for a walk or ____(do) some shopping. He ______(not cook),so his daughter ____(bring) him food to eat.

Exercise 9. Перепишите предложения правильно употребив наречия обозначающие частоту действия.