Common use of Learning Plans Clause in Contracts

Learning Plans. ‌ Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, and biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: • Sources of point and non-point discharges and substances of concern; • Environmental fate and transport pathways for these substances; and • Human, biological and ecological receptors (including traditional use values where appropriate). As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential, lateral continuity and permafrost characterization (active layer thickness, permafrost depth, ice content, cryostratigraphy) and distribution. As part of the Learning Plan, gathering of data about quality and quantity of Transboundary Groundwater will improve understanding of baseline Groundwater quality and quantity, and aid with evaluation of whether a water body should change RIM classification. The Learning Plan is further described in Appendix H.

Learning Plans. ‌ Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, and biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: • Sources of point and non-point discharges and substances of concern; • Environmental fate and transport pathways for these substances; and • Human, biological and ecological receptors (including traditional use values where appropriate). As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential, lateral continuity and permafrost characterization (active layer thickness, permafrost depth, ice content, cryostratigraphy) and distribution. As part of the Learning Plan, gathering of data about quality and quantity of Transboundary Groundwater will improve understanding of baseline Groundwater quality and quantity, and aid with evaluation of whether a water body should change RIM classification. The Learning Plan is further described in Appendix H.

Learning Plans. ‌ Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, and biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: • Sources of point and non-point discharges and substances of concern; • Environmental fate and transport pathways for these substances; and • Human, biological and ecological receptors (including traditional use values where appropriate). As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential, lateral continuity and permafrost characterization (active layer thickness, permafrost depth, ice content, cryostratigraphy) and distribution. As part of the Learning Plan, gathering of data about quality and quantity of Transboundary Groundwater will improve understanding of baseline Groundwater quality and quantity, and aid with evaluation of whether a water body should change RIM classification. The Learning Plan is further described in Appendix H.