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Agenda - 11-19-1997 - 10a
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Agenda - 11-19-1997 - 10a
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8/28/2013 3:36:16 PM
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BOCC
Date
11/19/1997
Meeting Type
Regular Meeting
Document Type
Agenda
Agenda Item
10a
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Minutes - 19971119
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\Board of County Commissioners\Minutes - Approved\1990's\1997
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EXF-CUTrvE SUMMARY 18 <br /> With input from the advisory committee, OWASA identified the following management objectives and <br /> levels of relative emphasis for both water quality and non-water quality issues: <br /> Water Quality-Related Objectives <br /> 1. Minimize risks to public health (Emphasis: Most Import=) <br /> 2. Minimize loss of reservoir storage capacity due to sedimentation (Emphasis: More Important) <br /> 3. Minimize aesthetically objectionable taste, odor, and color problems in tapwater(Emphasis: More <br /> Important) <br /> 4. Maintain desirable quality for recreational and aesthetic enjoyment (Emphasis: Important) <br /> Non-Water Quality Objectives <br /> 5. Minimize impacts on County residents who are not OWASA customers (Emphasis: Most/More <br /> Important) <br /> 6. Minimize rate increases to OWASA customers (Emphasis: Important) <br /> SUMMARY OF TECHMCAL APPROACH <br /> Cadmus organized the study to address three general management areas: the watershed, the reservoir, and <br /> the water supply treatment and delivery system(Figure E-2). These components correspond to the concept <br /> of multiple barriers for water supply protection, with watershed(or source)protection providing the first <br /> line of defense, the reservoir providing an intermediate level, and the treamnent plant providing the last line <br /> of defense. Minimizing risk cost-effectively may require using all forms of protection. <br /> Study Focuses on Three Levels <br /> WATERSHED RESERVOIR WATER SURLY <br /> R�wWKSOWM WaterQ-W Qmft wd <br /> M-"—O t and k".Ww Try <br /> Mtaauet M-261 011 RegairelweoEt <br /> Water Quality Relationships <br /> k WATER <br /> Y <br /> IFIF4 S/S <br /> Lowing <br /> Seek sy- <br /> APkt" Treatment <br /> ithdmwa <br /> WATERSHED <br /> RESERVOIR <br /> Figure E-2. Study Focus Levels <br /> E-3 <br />
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