Working for Clean Water
  An Information Program for Advisory Groups
Nonpoint Source

      Pollution
    Agriculture, Forestry, and Mining
        Instructor Guide

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This program t.ns prepared by
The Pennsylvania State University
Institute of State & Regional Affairs
Middletown, PA 17057
Dr. Charlea A. Cole
Project Director
Dr. S. Drannon Buakirk, Jr.
Project Co—Director
Prof. Lorna Chr. Stoltzfua
Editor
Thvo guide was prepared by
E. Drannon Buskirk, Jr.
Advisory Teccn for the Project
David Elkinton, State of West
Virginia
Steve Frishman, private citizen
Michele Frame, private citizen
John Hammond, private citizen
Joan Jurancich, State of California
Richard Hetherington, EPA
Region 10
Rosemary Henderson, EPA Region 6
George Hoessel, EPA Region 3
George Meiss, EPA Region 5
Ray Pforrner, EPA Region 2
Paul Pinault, EPA Region 1
Eariene Wilson, EPA Region 7
Dan Burrows, EPA Headquertera
Ben Gryctko, EPA Headquartera
Robert Hardaker, EPA Headquarters
Charles Kauffman, EPA Headquarters
Steve Maier, EPA Headquarters
EPA Project Officer
Berry H. Jordan
Office of Water Programs
Operations
Aoknow?.edgcnente
Typists
Jan Russ . Tess Startoni,
Ann Kirach, Janie Fuller
Student Assistants
Fran Costanzi, Kathy DeBatt,
Michael Lapsno, Mike Matilda
Terry Switzer
Graphics support was provided by
the Office of Public Awareness,
Environmental Protection Agency.
This information program was
financed with federal funds from
the (1.5. Environmental Protection
Agency under Cooperative Agreement
No. CT900980 01. The information
program has been reviewed by the
Environmental Protection Agency
and approved for publication.
Approval does not signify that the
contents necessarily refl ct the
views and policies of the Environ-
mental Protection Agency, nor does
mention of trade names or commercial
products constitute endorsement of
recommendation for use.
This project is dedicated to the
memory of Susan A. Cole.

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Nonpoint Source Pollution: Agriculture, Forestry, and Min-
ing
Pollution sources are either at readily discernible locations, or
have diffuse origins that are difficult to pinpoint in a watershed.
This latter type of source, called a nonpoint source of pollution, is
a major contribution to water quality problems in both urban and
rural areas. Although in the past point sources received the most
attention by 201 and 208 planners, nonpoint source pollutants today
often dominate the water quality decisions in both urban and rural
areas.
Monpoint source pollutants are generated by various kinds of
acti’iities, including agriculture, construction, mining, septic
systems, silviculture, and urban activities. Because of the broad
scope, this unit of instruction is limited to the major rural
sources — agriculture, mining, and silviculture or forestry.
At the end of this presentation the participant should be able to:
• Define a nonpoint source pollutant
• Have a feel for the planning sequence and its problems
•Know how nonpoint sources are identified and assessed
‘Know what Best Management Practices (BliPs) are and their
general approaches
‘Consider technical and financial assistance opportunities
.Begin identifying management agencies and regulatory
programs for implementing a plan.
Required Materials
OSet of slides and cassette tape for the audiovisual presentation,
“Rural Nonpoint Sources of Pollution”
OSlide projector, screen, tape player, and related equipment
OSet of flip charts with easel and/or transparencies with overhead
projector for guided discussion
Continued on next page

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O cood, clear topographical map of the local area
OCopy of the handbook, “Nonpoint Source Pollution: Agriculture,
Forestry, and Mining” for each participant.
Important Notes
1. The heart of this instructional exercise is a case study.
Either the Montana study or one for the local area may be used.
Mailing it to the participants in advance of the session will
gain time for the guided discussion.
2. A copy of the comments sheet in the Appendix of this guide
should be prepared for each participant.
3. Advance preparation is recommended if the instructor is not
knowledgeable in the following areas:
• Problems, programs, and trends of the local area
dealing with nonpoint source pollutants or related
subjects (e.g., stormwater management). Discussions
with the U.S. EPA, state, and county personnel may
be helpful.
• Technical aspects of Best Management Practices and
certain concerns and principles, such as the premises
of computational procedures like the loadograph model,
the Universal Soils Loss equation, and the Soils Cover
Complex and Rational Methods for stormwater runoff.
The instructor doesn’t have to master these techniques,
but should be familiar with their makeup, benefits,
and drawbacks. The selected references provide back-
ground material on these procedures.
The instructor may wish to have present technical experts for a
backup.
4.’ If possible, a Best Management Practices field trip should
follow the session. Existing problems and successful and un-
successful control efforts should be featured. This option is
especially feasible concerning cormwater management and erosion
control.
5. Since storm events have an important role in nonpoint source
problems of both urban and rural areas, it is strongly suggested
that the instructor be familiar with the materials in the handbook,
“Urban Runoff.”
6. The audiovisual presentation script and/or the slide—tape
program should be previewed for items of local concern that may
warrant discussion.
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Suggested Activities
Introductory Comments . 5 minutes
Audiovisual Presentation 15 minutes
Guided Discussion 35 minutes
Closing Questions and Answers 5 minutes
TOTAL TIME 60 minutes
Introductory C n its (5 minutes)
1. Prior to the presentation, post a large “Nonpoint Sources of
Pollution” sign in a conspicuous location.
2. Open with several choice quotations or statistics about Use citizen handbook
nonpoint source pollution to generate interest in the topic. or other source.
3. Briefly review the objectives of this session and use the List objectives on
quotations or statistics as justification for them. transparency or fLip
chart.
Audiovisual Presentation (15 minutes)
1. The presentation is concerned with the rural aspects of Script is in Appendix
nonpoint source pollution and therefore focuses upon in case of equipment
agriculture, mining, and forestry. malfunction.
2. Advise the participants to jot down any comments or
questions for later discussion.
Guided Discussion (35 minutes)
1. Either respond now to the questions about the audiovisual
presentation, or reserve them for an appropriate time later.
2. List several examples of point sources and of nonpoint
sources of pollution. By discussing the differences and
similarities of the sources of pollution, develop a working
definition for nonpoint source pollution.
3. Test the definition by classifying the following as to
point source (PS) or nonpoint sources (NPS) of pollution:
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Answers
NPS Septic system
PS Log sorting yard
NPS Farm field
NPS Abandoned coal mine
PS Electroplating firm lagoon
4. Note that the same type of pollutant — acid — comes from
the last two examples. Use this to. emphasize that it is the
Important chstt .nctwn
to make origin of the pollution, not the type of pollutant, that is
important. The same pollutant may emanate from both point and
nonpoint sources.
Use chart 1 on 5. Discuss the locations and magnitude of the major types of
Nonpoint Source nonpoint source problems in the local area. Compare them to
Pollutants. nonpoint source problems elsewhere.
Use chart 2 on 6. Briefly discuss the six—stage planning sequence.
Non point Source
Pollution Planning. Take time to discuss “allowable pollution load.” Back-
ground information may be needed on water uses, criteria,
and standards. Also, introduce the concept of “assimilative
capacity,” since allowable loads are based upon the premise
that streams have capacities to break down various amounts
of most pollutants.
7. Discuss citizen input into the planning process in the
context of a CASE STUDY and the local situation.
8. If the Montana study is used, allow the participants to
read it. Briefly recap it before beginning a discussion.
Use handout 1 on 9. Distribute a copy of the case study comments sheet to each
Case Study Comments, participant.
If the case study on Montana is not used, continue discussion
with item no. 10 on page 8.
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ANALYSIS OF THE CASE STUDY ON LEWIS AND CLARK CC)U1 TI?, M)NTANA
What was the water quality planning goal in Montana?
Erosion and sedimentation control
in the local area ?
The relationships among pollutants, transport, and allowable pollution loads are technical
matters largely handled by governmental agencies. These concerns, however, have a bearing
upon the choice of BMPs — one of the activities of the Montana citizen advisory group.
What technical assistance was available in Montana?
A three-person staff
Other possible technical sources?
Soil Conservation Service and the Conservation District
Forest Service
Bureau of Land Management
State ageno-ies
• . . in the local area ?
What was involved in identifying BMPs? Why was it done?
EMPs were to be part of the ordinance. These groups also studied: information/
education and financing/cost effectiveness. BMPs were dealt with by both state
and local advisory groups.
What kinds of problems might be associated with the information and cost—effectiveness
aspects?
Source of data
Inadequate data base
Assessment criteria
in the local area ?
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The next questions concern PLAN FORMULATION AND IMPLEMENTATION
What was the legal basis for forming and implementing a plan?
PL 92-500, the Federal Water Pollution Control Act Amendments of 1972. Also,
in Montana the Conservation District, as approved by local referendum, can
administer soil and erosion control progrcvns.
in the local area ?
What are the financial aspects?
Cooperative governmental - private financing was necessanj in Montana. Some
potential federal sources included the Agricultural Stabilization and
Conservation Service cost sharing, and the loans of the Small Business Ac2’nin-
istration.
Small appropriations and loans were also available from the state of Montana.
At the local level, taxes are the most viable option.
Other possible financial sources at the federal level?
Other federal sources include:
The Soil Conservation Service,
Army Corps of Engineers,
Bureau of Recla mation,
Economic Development Administration, and the
Rural Clean Water Program of U.S. Department of Agriculture.
• • . in the state and local area ?
What are the environmental, economic, and social impacts of the plan?
These aspects were addressed somewhat in the consideration of BMPs, but no
comprehensive effort was made to identify impacts.
How was the plan implemented?
The sediment control plan was administered through the Conservation District.
Water quality monitoring was conducted by state water quality officials.
The District Supervisors were e mpowered to impose fines or issue stop
work orders for violations.
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Advisory group had a role in education and information prior to referendum.
Attitudes of the public were considered important by the advisory group.
Are there problems with this approach?
Possible difficulties include: an inconsistency between optional (fa.r ners)
and mandatory (developers) participation by various part.ies. Also) from
a political perspective, the enforcement by District Supervisors may not
be viable.
in the local area ?
Are there any other problems that apparently were not considered in Montana?
The sediment control ordinance may be negated by problems across adjacent
political boundaries. Also, the legal responsibility for the maintenance
of BMP control structures may not have been worked out.
What are the concerns in the local area ?
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10. Discuss general approaches to Best Management Practices
(BMPs).
Use charts 3 4 Using flip charts or transparencies, briefly discuss and
give examples of:
Best Management
Practz ces. • Structural, nonstructural techniques
• Prevention, abatement
• Regulations, incentives, education
11. If there is sufficient time, discuss the BMPs in agriculture,
forestry, and/or mining that are suitable for the local area.
Use slides to illustrate suitable BMPs. Slides may be extracted
from the slide—tape programs described in the selected resources
or they may be obtained from governmental agencies.
Optional discussion Tables in the selected resources can be used to make charts
of specific RMPs. or transparencies for comparing the pros and cons of the BHPs.
The instructor may lead a brief discussion about which
strategies are most appropriate to the local area, and what
forms they should take to be most effective.
Closing Questions (5 minutes)
1. Answer any remaining questions.
2. Summarize discussions pertaining to the local situation.

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Selected Resources
Amy, Gary, et. al. Water Quality Management Planning for Urban Runoff .
Report Number EPA—440/9—75—004. Washington, DC: U.S. Environmental
Protection Agency, December 1974. 247 pp.
This manual describes procedures for quantifying nonpoint source
problems in an area without extensive data available, and assists
planners in preliminary evaluation of cost—effective abatement
and control practices. Procedures for several levels of sophis-
tication are prescribed, including the loadograph approach.
This publication is available as Order Na. 0993A from the
U.S. EPA Library Services, Maildrop 35, Research Triangle Park,
NC 27711.
Porter, Harry L., Jr. Comprehensive Erosion and Sediment Control
Training Program for Engineers, Architects and Planners . Sediment
Control Manpower Project. Washington, DC: National Association
of Conservation Districts, March 1976. 128 pp.
This small book provides background on principles of erosion
and sedimentation control processes, computations for predicting
soil losses (Universal Soil Loss Equation), control measures,
aspects of an erosion and sedimentation control plan, and
implementation in Virginia. The book abounds with comparative
graphs, pictures, and tables. It is available from the Nation-
al Association of Conservation Districts, 1025 Vermont Avenue,
Washington, DC 20005
Soil Conservation Service. Urban Hydrology for Small Watersheds .
Technical Release Number 55. Washington, DC: U.S. Department of
Agriculture, January 1975. 77 pp.
Technical discussion of the Soils Cover Complex approach for
computing stormwater runoff, It is available from the U.S.
Department of Agriculture, Soil Conservation Service, Division
of Engineering, Box 2890, Room 5242, Washington, DC 20013.
Wanielista, Yousef A., et. al. “Nonpoint Source Effects on Water
Quality”, J. Water Pollution Control Federation . Vol. 49, No. 3,
March 19.77. pp 442—443.
This article is a useful source of statistics on pollutant
loading rates associated with different types of land uses.
Your librarian will be able to assist you in obtaining this
issue.
Forest Harvest, Residue Treatment, Reforestation and Protection of
Water Quality . Washington, DC: U.S. Environmental Protection
Agency, April 1976. 273 pp. Order No. 2815A.
Methods and Practices for Controlling Water Pollution from
Agricultural Nonpoint Sources. Washington, DC: U.S. Environmental
Protection Agency, October 1973. 83 pp. Order No. 2117.

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Methods for Identifying and Evaluating the Nature of Non—
point Sources of Pollutants . Washington, DC: U.S. Environ—
mental Protection Agency, October 1973. 261 pp. Order No.
0002.
Water Quality Management Guidance for Mine—Related Pollution
Sources (New, Current, and Abandoned) . Washington, DC:
U.S. Environmental Protection Agency, December 1977. 198 pp.
These EPA publications are helpful in monitoring and
evaluating noripoint sources of pollution. They give
the impacts of various agricultural, silvicultural, and
mining activities on water quality. Specific best
management practices for control of these pollution
sources are described in detail. They may be obtained
from the U.S. EPA Library Services, Maildrop 35,
Research Triangle Park, NC 27711. Order No. 4301.
Nonpoint Sources of Pollution Fact Sheets . Sheet Numbers 1—6.
Washington, DC: U.S. Environmental Protection Agency,
November 1978. 6 pp.
These sheets are excellent handout materials for pro-
viding an introduction to nonpoint source problems, pro-
grams, legislation, best management practices, and
citizen action. They may be obtained from the Forms
and Publications Center, U.S. Environmental Protection
Agency, Maildrop 41,Research Triangle Park, NC 27711.
Audiovisual Materials
Slide-tape presentations on nonpoint source pollution.
Twelve slide trays and tapes cover the introduction to
selected nonpoint sources of pollution, agriculture, con-
struction, mining, silviculture, and legal/institutional
aspects. Specific areas, especially BNP’s are discussed
In detail. The programs are long (two or three trays of
slides), but technical matters are covered. Policy consi-
derations are minimal. The materials are available from
either the regional or national offices of the U.S.
Environmental Protection Agency (Water Planning Division).
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Appendix
A. Contents of charts for use by the instructor in the suggested
activities. These charts may be used to make transparencies or the
contents may be copied onto flip charts.
1. Nonpoint Source Pollutants
2. Nonpoint Source Pollution Planning Steps
3. Best Management Practices
B. Handouts for use by the instructor in the guided discussion.
Copies will need to be made for each participant.
1. Case Study Comments
C. Copy of the script for the slide—tape program, “Rural Nonpoint
Sources of Pollution.”

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NJ
Nonpoint Source Pollutants
Sediment
Nutrients
Acids and Salts
Metals
Toxic Chemicals
Pathogens
Heat

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Nonpoint Source Pollution
Planning Steps
1. Establish goals
2. Assess relationships
3. Determine pollution loads
4. Select Best Management Practices
5. Develop and implement plan
6. Monitor water quality and revise plan

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Best Management Practices
Structural Techniques
Sedimentation basin
Diversion barrier
Holding pond
Drip irrigation system
Toxic chemical facility

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Best Management Practices
Nonstructural Techniques
Crop rotation
No-till planting
Disturbed land stabilization
Logging schedule
Vegetation buffer
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CASE S1”UDY W1 EJ TS
Water Quality Problems
Planning Coal
Technical Assistance
BMPs
Information Collection
and Analysis Problems
Planning Legal Basis
Plan Financing
Federal Financial Sources
State/Local Financial
Sources
Economic, Environmental
and Social Impacts
Plan Implementation
App roaches
Implementation Problems
Other Aspects
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Rural Nonpoint Sources
of Pollution
Slide Description
Narrative
1. Cassette start slide
(silence)
2. Title: Rural Nonpoint Sources
of Pollution
(music)
3. Picture: Discharge pipe
4. Picture: “Point Source Pollution”
supered over discharge
pipe
5. Picture: Farmland
Many of us think of pollution primarily
in terms of that which comes from a
single s’ource, such as a discharge pipe.
This most common type of pollution is
called point source pollution .
It also may originate from a broad area
of land, and may be harder to identify.
This nonpoint source pollution may run
or wash off the ground or may seep
through it.
6. Picture: Construction site
Examples include:
construction sites,
erosion from
7. Picture: Crop rotation
8. Picture: Acid mine drainage
9. Picture: “Nonpoint Source
Pollutants” supered
over four picture
composite
10. Picture: Man pointing at
ground cover
fertilizers or pesticides washed off
op lands,
or acids leached f.rom mines.
These pollutants may be sediments,
nutrients, salts, metals, toxic
chemicals , and disease—causing organisms .
The full impact and importance of non—
point source pollution control has only
recently been realized.
Dr. Drannon Buskirk of the Pennsylvania
State University comments: without
contrr’lling nonpoint source pollution
the national goals of making waters
clean enough for fishing and swimming
cannot be reached. Much of the problem
is due to sediment such as erosion from
this gully.
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ii. Picture: Man pointing to stream It is so severe here that the soils have
bank been cut to bedrock. More than 10 feet
deep (PAUSE). Hundreds of tons of soils
with adsorbed pollutants to cause problems
downstream.
We must reckon with nonpoint source
pollution in order to gain our water
quality goals in the coming years.
12. Picture: Composite of framland Nonpoint source pollution presents very
and valley special planning problems because the
climate, the land characteristics, and
the different types of pollution vary
throughout the countryside.
13. Graphic: Nonpoint Source Pollution For these and other reasons, it is
Planning, 6 step sequence extremely important that agreement is
reached on dealing with nonpoint source
pollution. A six step planning sequence
is suggested.
14. Graphic: Nonpoint Source Pollution In the first step, water quality goals and
Planning, 6 step sequence standards are set. These efforts form a
step 1 highlighted basis for analysis and decision making.
15. Graphic: Nonpoirit Source Pollution In the second step, we assess relation—
Planning, 6 step sequence ships between different kinds of pollu—
step 2 highlighted tants and how they are introduced into
the environment.
16. Graphic: Nonpoint Soutce Pollution Next, allowable pollution loads are deter—
Planning, 6 step sequence mined by examining water use and the
step 3 highlighted capacity of surface waters to break down
wastes. With this information as
background
17. Graphic: Nonpoirit Source Pollution Steo four becomes a most important step ——
Planning, 6 step sequence the identification of what is called Best
step 4 highlighted Management Practices or (BMPs). Here,
the most suitable ways for preventing or
controlling nonpoint source pollution
are identified.
18. Graphic: Nonpoint Source Pollution Next, a plan is developed which considers
Planning, 6 step sequence rules and regulations, technical matters,
step 5 highlighted environmental impacts, and financial and
administrative aspects such as coordina-
tion of different agencies. Once a
plan is made, the process is not over.
Circumstances change.

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—3—
19. Graphic: Nonpoint Source Pollution In the sixth step, ongoing water quality
Planning, 6 step sequence planning continues.
step 6 highlighted
20. Picture: Marsh land Music
21. Picture: Muddy clay field Music
22. Picture: Forest scene Successful planning for nonpoint source
pollution requires a good data base.
23. Picture: Composite of lab analysis The quality of ground and surface waters,
and field sampling land and soil characteristics, climate
variations, and many other kinds of
information are necessary.
24. Graphic: Nonpoint Source Pollution This data is important to all planning
Planning, Step 2 and 3 steps, especially in the analysis stages.
highlighted
25. Graphic: Advisory group concerns The collection and analysis of data thus
are at the very heart of the planning
process. Throughout these activities,
citizen advisory groups should ask:
What will the analyses cost in
money and time?
• Are existing agencies capable of
the studies?
• Are they relevant to the local
situation?
• What are the assumptions of the
study approaches.
These analysis greatly influence the plans.
Different methods give different answers.
Which, in turn, can result in vastly
different costs.
26. Graphic: Nonpoint Source Pollution Ways of preventing or stopping nonpoirit
Planning, Step 4 high— source pollution are called best manage—
lighted ment practices. Advisory groups can help
in identifying the appropriate BMP for
each situation. Advisory groups should
be acutely aware of what is best suited
to the local area.
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27. Graphic: Words, Structural vs. We classify the BMPs into two types:
Nonstructural Structural and Nonstructural.
28. Picture: Composite photo ot Structural approaches use techniques
sediment basins and such as sediment basins and containment
containment ponds ponds.
29. Picture: Water scene These devices will delay, block, or trap
the pollutants.
30. Picture: Composite of nonstruc— Nonstructural practices include non—
tural techniques of physical options such as zoning
controlling pollution ordinances, and activity schedules to
keep pollutants away from water courses.
31., Picture: Large field Although the most cost—effective BMPs
are sought, innovative approaches are
encouraged, and often are necessary under
certain conditions.
32. Picture: Nonpoint source pollu— Music
tion control
33. Picture: Stream Music
34. Graphic: Words, Many laws, agencies, regulations, and
Incentives, Regulations, programs already exists for dealing with
Laws, Agencies, Programs source pollution.
35. Graphic: Nonpoint Source Pollution Advisory groups can help identify these
Planning, Step 5 opportunities and attempt to coordinate
highlighted them in order to make your planning
effective.
36. Graphic: Land use controls These opportunities include land use
controls such as zoning, building codes,
subdivision regulations, ordinances, and
water and sewer permits.
37. Picture: Composite of site Other methods, especially at the local
inspection and stream level, Include inspection of construction
monitor sites, maintenance schedules, and water
quality monitoring.
38. Graphic: Interraction between Sometimes, to get the job done, individual
federal and local municipalities operate together under
government conservation districts, code enforcement
agencies, councils of government, or
joint watershed authorities.
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—5—
39. Picture: “Nonregulation” supered In agriculture, the primary control is
over agriculture slide through nonregulatory means. Agencies
such as the Conservation District, the
Agricultural Extension Service, the
Soil Conservaiion Service
40. Picture: Federal officials and other agencies offer educational,
financial, and technical assistance.
41. Picture: Agriculture They can and are being used more effectively
in nonpoint source pollution programs.
The federal go ernment and many states
also operate regulatory programs for non—
point source pollution.
42. Picture: “Regulation” supered In contrast to agriculture, nonpoint
over composite of mining source pollution from mines and forests
and silviculture is mainly dealt with through regulations.
Current trends are towards increased regu-
lations in nearly all sectors.
43. Picture: Composite of federal However, more regulations may not be
agency and local necessary. Better use and coordination
advisory group of existing regulatory programs may
suffice. Advisory groups can help sort
out the federal, state and local programs
that work with nonpoint source pollution.
44. Graphic: Nonpoint Source Pollution Once a plan is formulated, the need for
Planning, Step 6 water quality management planning is not
highlighted over. Situations change. Plans need
revisions. Advisory groups can play an
important role in ongoing, cont.inuing
planning.
45. Graphic: Advisory group role in Advisory groups can help push plans
continuing planning towards implementation by encouraging
cooperation among the various parties.
Advisory groups also can monitor and
evaluate plans —— making sure that plans
are being carried out, and problems are
being taken care of.
Much of the continuing planning for
nonpoint source pollution has been accom-
plished by areawide planning bodies. As
federal grants for these activities wind
down, the nature and responsibility of
ongoing planning is changing. The emphasis
is towards applied problem—solving planning,
rather than the more comprehensive planning
of the past. In the absence of federal
monies, advisory groups also can help
develop financial self—sufficiency for
planning at the local level.
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—6—
46. Picture: Split screen shot of An important benefit of this local control
advisory group and NPS is that nonpoint source planning will
planning sequence become a part of the general overall plan-
ning process rather than programs with
their special grants and organization.
47. Picture: Soil erosion Music
48. Picture: Composite of agriculture Music
and silviculture
49. Picture: Composite of agriculture, Although nonpoint source pollution control
silviculture and advisory is complex and difficult, Best Management
group Practices (BliPs) and implementation means
exist for most types of pollution. Through
cooperation and coordination in both the
planning and implementation, it is possible
to prevent and abate nonpoint source
pollution.
50. Picture: Advisory group member Advisory groups are in a very special
position to facilitate this cooperation
and coordination.
51. Credit slide Music
52. Credit slide Music
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9 OOV!fl9 T PflWTWO flCEi 1990 341-09 V h S

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Working for Clean Water is a program designed to help
advisory groups improve decision making in water quality planning.
It aims at helping people focus on essential issues and questions,
by providing trained instructors and materials suitable for persons
with non—technical backgrounds. These materials include s citizen
handbook on important principles and considerations about topics
in water quality planning 3 an audiovisual presentation , and in-
structor guide for elaborating points, providing additional infor-
mation, and engaging in problem—solving exercises.
This program consists of 18 informational units on various
aspects of water quality planning:
Role of Advisory Groups Innovative and Alternative
technologies
Public Participation
Industrial Pretreatment
Nonpoint Source Pollution:
Agriculture, Forestry, and Land treatment
Mining
Water Conservation and
• Urban Stormwager Runoff Reuse
• Groundwater Contamination Multiple Use
• Facility Planning in the Environmental Aasessment
Construction Grants Program
Coat—Effectiveness Analysis
• Municipal Wastewater
Processes: Overview • Waatewater Facilities
Operation and Maintenance
• Municipal Wastewatar
Processes: Detaila • Fioancial Management
• Small Systems
The units are not designed to make technical experts out of citizens
and local officials. Each unit contains essential facts, key ques-
tions, advice on how to deal with the issues, and clearly—written
technical backgrounds. In short, each unit provides the information
that citizen advisors need to better fulfill their role.
This program is available through public participation coordinators
at the regional offices of the United States Environmental Protection
Agency.

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