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�1 <br /> MOUNTAIN HOUSE PROPOSED ALTAMONT HEIGHTS TENTATIVE MAP 4. ENVIRONMENTAL CHECKLIST <br /> Fi4.1 APsTfm7ics <br /> rlLess Than <br /> Potential SPIDEIR Significant <br /> Significant Requires Impact Due New New <br /> Impact Additional to Mitigation Additional Additional <br /> Less Than Adequately Review:No Measures in Impact Not Mitigation <br /> Significant Addressed In Significant Project Addressed in Measures <br /> Issue or No Impact SPIIIEIR Impact Description SPIIIEIR Required <br /> 1. AESTHETICS. Would the project: <br /> I <br /> f a. Have a substantial adverse effect on <br /> a scenic vista? ❑ ❑ ❑ [] <br /> 3 b. Substantially damage scenic ■ ❑ ❑ ❑ ❑ <br /> k resources? ❑ <br /> C. Substantially degrade the existing ❑ ■ ❑ ❑ ❑ <br /> visual character of the surrounding ❑ <br /> area? <br /> d. Create a new source of light and ❑ ■ ❑ ❑ ❑ ❑ <br /> glare that would affect day-or night- <br /> time views? <br /> SETTING <br /> The site of the proposed Altamont Heights project is near the western boundary of the <br /> Mountain House Community south of the existing Grant Line Village. The property has <br /> been dry farmed, usually planted in oats. A house and a few out buildings exist on the west <br /> side of the site. A riparian corridor runs southwest to northeast across the site. The existing <br /> topography varies from elevation 190 at the top of the small hill in the southeast corner to <br /> less than 152 feet in the swale at the northern boundary. <br /> ' The site is part of a much larger agricultural area and i <br /> g grI s visible In the distance from the I-205 <br /> freeway. The aerial photo in Figure 2-1 illustrates the distance of the site from I-205. Figure <br /> 4.1-1 illustrates the southerly/southwesterly view from the top of the knoll located in the <br /> southeast corner of the project site. Traffic on I-205 can be seen in the distance in the left- <br /> hand portion of the photo. <br /> L J <br /> Figure 4.1-1. Viewing south/southwest across college site; I-205 in the distance. <br /> 4-2 <br />