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<br />. <br /> <br />I <br />Thble 2. - Examples of water-quality concerns of national alld regional interest to be addressed by the <br />National Water-Quality Assessment Program and examples of policy questions supported by this infonnation <br />I <br /> <br />l\.) <br />~. <br />CD <br />"'l <br /> <br />Water-Quality Concerns <br /> <br />Occurrence and co~centration of pesticides in ground and surface water and their relation to human and <br />aquatic health criteria, <br />. <br /> <br />Relation of the pres'ence of pesticide in ground and surface water to application rates, cropping practices <br />and climatic, geologic, and soil factors, <br /> <br />Relative magnitude1ofvarious point- and nonpoint-source contributions to different types of ground- and <br />surface-water coJtamination, <br />I I <br />Effects of agricultural best management practices on ground- and surface-water quality, <br /> <br />. <br /> <br />. <br /> <br />. <br /> <br />. <br /> <br />. Regional occurrence and concentration of trace elements and industrial organic compounds in ground and <br />surface water, and <br /> <br />. Effects of changes in municipal wastewater-treatmeut practices on water quality and ecosystem health. <br /> <br />Policy Questions <br /> <br />Arc national water-quality goals being met? <br /> <br />How should resour&s be best allocated among competing water-quality interests? <br />. I <br />What are the key substances in water in need of regulation and for which research is needed regarding <br />toxicity, human e,q,05ure, and drinking-water treatment? <br /> <br />Can regulationsj1for selected constituents be determined for particular geographic regions or hydrologic <br />seuings? <br /> <br />What type and degrhe of water-quality protection arc appropriate to particular hydrogeologic settings? <br />, <br />. <br /> <br />. <br /> <br />. <br /> <br />. <br /> <br />. <br /> <br />. <br /> <br />The regional and Inational synthesis will be <br />.1 ~, . <br />conducted by several teams of 4 to 5 project members <br />that arc selectedlspJcifically because of their <br />knowledge of particular1water-quality conCerns. Each <br />team will address a regibnal or national water-quality <br />topic for a period of a1x\ut 4 years. The teams will be <br />formed sequentially solthat multiple topics will be <br />under investigation durihg a single year; this will also <br />ensure a steady flow of 'synthesis results. Depending <br />on the concern, the individuals performing the syn- <br />thesis will be from the USGS, other government <br />agencies, and acadelnia.l <br /> <br />The regional and national assessments will rely in <br />large measure, but Jot ekclusively, on the results from <br />the NA WQA study.unil investigations. As appropri- <br />ate, results from investigations by Federal, State, and <br />local agencies and from other USGS programs will be <br />integrated with the NAWQA Program results to <br />, I <br />address the water-quality concerns. <br />I <br /> <br />Regional and National Reports <br /> <br />Work plans for regional and national aspects of the <br />program will be prepared during the first several <br />years of the program to identify water-quality con- <br />Cerns to be addressed annually for FY 1991-2002. A <br />national topical report may be prepared every year, <br />beginning near the completion of the first set of <br />20 study-unit investigations in FY 1995. The topical <br />report generally will focus on one specific <br />water-quality issue of national and (or) regional <br />interest. Every 3 to 5 years, a separate national <br />synthesis report will present summaries of the status, <br />trends, and key findings regarding water quality in <br />each study unit and regional and national summaries <br />of these findings. The scope of these reports will <br />become more comprehensive as the number of com- <br />pleted study-unit investigations increases and as <br />information from studies conducted as part of other <br />programs is integrated into the synthesis activities. <br /> <br />8 <br /> <br />JI <br />