FINAL PROJECT FOR INDOOR LANDSCAPING: AN ENTRANCE TO ENVIRONMENTAL STUDIES 2 - KAYLA JONAS TEGAN RENNER KRIS SCHNEIDER ALISON SHEEPWAY ERS 250 ...

 
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FINAL PROJECT FOR INDOOR LANDSCAPING:
AN ENTRANCE TO ENVIRONMENTAL STUDIES 2

                KAYLA JONAS
              TEGAN RENNER
              KRIS SCHNEIDER
             ALISON SHEEPWAY

                 ERS 250

              SUBMITTED TO:
                PAUL KAY

                FALL 2004
TABLE OF CONTENTS

The Framework: Sustainability on Campus          3

The Subsystem: Our Project Focus                 3

The System: Indoor Landscaping                   6

The Supersystem: ERS 250 – The Greening of ES2   7

Method                                           8

Summary of Results                               11

Analysis                                         15

Recommendations                                  19

Appendix A: Copy of Survey                       23

Appendix B: Raw Data from Survey                 24

Appendix C: Graphs from Survey Results           25

Works Cited                                      29

                                                      2
THE FRAMEWORK: SUSTAINABLILITY ON CAMPUS

       This project will function within the framework of sustainability. We define

framework as a basic conceptual structure and sustainability as the ability of an

ecosystem to maintain productivity and continue to provide benefits over time

(Merriam-Webster 497; Draper 522).

       The goal of WATgreen, an advisory committee at the University of

Waterloo (UW), is to promote and achieve sustainability on campus. WATgreen

works in conjunction with the course ERS 250: Greening the Campus to

stimulate student involvement in its sustainability efforts. WATgreen also had an

important role in providing resources that were used for research purposes in our

project. The ability to view past WATgreen projects, and therefore, be aware of

previous efforts was helpful in the initial phases of our project.

       WATgreen and ERS 250 are examples of how UW supports the belief that

“the single most important factor that affects education… is neither the curriculum

or the teaching style … but the experience the school generates” (Etzioni 115).

This project will present a tangible way for UW to further demonstrate this belief

on campus.

THE SUBSYSTEM: OUR PROJECT FOCUS

     With the move of the Architecture program to a new site in Cambridge, a

vast amount of space was left empty in the Environmental Studies 2 building

(ES2). As a result the Environment and Resource Studies program (ERS) was

allotted one of the studios and several offices to create a new environment for

the department. This project’s vision is to provide ES2 with indoor landscaping by

                                                                                      3
bringing the outdoors in while generating a positive environment. Specifically, the

project will look at creating an entrance to the department that is psychologically

beneficial and inviting. To guide our project we will use the following research

questions:

     a. What defines indoor landscaping?
     b. What characteristics make a psychologically beneficial and inviting
        environmentally themed entrance?
     c. Can these characteristics apply to a site within ES2?

     We are using Hammer’s definition of indoor landscaping to guide our

project. The definition is as follows: “the art and science of arranging and placing

living interior plants and related accessories within enclosed and environmentally

controlled structures for the purpose of creating aesthetic appeal” (16).

   We have decided to pursue the following characteristics:

   a. Plant Life
   b. Education
   c. Aesthetics

   All of our characteristics can be turned into physical items. We felt this

transformation was important because they are not abstract ideas, but rather

tangible items that can in turn be applied to any entrance in ES2.

   Plant life was chosen because the entrance will be to an environmentally

focused department. A green theme is warranted because it helps to establish a

reconnection to the natural world, creating a positive environment. Education

was chosen primarily because the entrance will be to an educational building,

and therefore, should reflect the learning that occurs beyond the entrance.

                                                                                      4
Aesthetics were chosen because an environment that is pleasing to the eye is

inviting and psychologically beneficial.

   We took a systems approach to describing our project. A system is a group of

objects perceived to work together as a whole to accomplish a common goal

(McCarthy, Lecture). A system is nested within a larger supersystem and

contains smaller subsystems. Our subsystem of indoor landscaping in an

entrance is part of the system of indoor landscaping. Figure 1 illustrates the

placement of the various types of systems.

                     ERS 250- THE GREENING OF ES2

                           INDOOR LANDSCAPING

                       ENTRANCE                   LOUNGE
                       TO ES2                     AREA IN
                                                  ES2

                   Figure 1. How the types of systems within our project relate

       In order to accommodate our class this year, two groups were designated

the topic of indoor landscaping (the system). Between the groups we decided to

make the division of work a physical one. In other words, we would work on

separate spaces in the building. They are focusing on a lounge while we are

concentrating on an entranceway.

                                                                                  5
THE SYSYTEM: INDOOR LANDSCAPING

       We want to help create the ideal “green” home for ERS and the rest of the

ES faculty. Indoor landscaping is key to achieving this goal. The incorporation of

plants not only makes the building green by bringing the outdoors in, but also

reconnects us to nature. This reconnection is very important to the ES faculty as

it shows where our interests and values lie. Another important concept in ES, and

specifically ERS, is a sense of community. A welcoming entrance to the ERS

department would foster this community spirit. It is our prediction that the addition

of greenery to the entrance will create a more inviting environment for staff,

faculty, and students.

       Another reason indoor landscaping is important to the greening of ES2 is

that it has not been implemented on campus before. The limited number of

WATgreen projects dealing with this subject demonstrates this point. Two

previous studies, “Indoor Landscaping of the Davis Centre” and “Creating

Community Habitat through Landscape Design” show that there is general

interest in indoor landscaping on campus (Stone et al; Hutchinson et al). These

projects were completed in 1995 and 2000, respectively, and still no efforts have

been made to develop indoor landscaping initiatives. An inhibiting factor in

following through on these projects was brought to our attention by a recent ERS

graduate’s 490s thesis: buildings on campus have not been specifically

designed to accommodate plant life. For instance, there is limited natural light

(Nguyen “The Implementation of Indoor Landscaping at the University of

Waterloo”).

                                                                                     6
THE SUPERSYSTEM: ERS 250 – THE GREENING OF ES2

      This term ERS 250: Greening the Campus is unique in the sense that the

class is working on a unified vision. Each group has a different component they

are focusing on, but ultimately we all have the common goal of greening ES2.

Figure 2 demonstrates how all the groups will work together to achieve this goal.

        Figure 2. Interaction of ES2 groups (Kay “Schematic of Our System for ES2 Projects”)

      Another unique aspect to this term’s class is the ability to influence key

decision makers. With renovations starting in January and an estimated move in

time in September, we have the opportunity for our projects to be catalysts in

producing tangible results.

Although we are presented with this great opportunity, there are numerous

challenges.

                                                                                               7
One of these setbacks is that the layout for the building’s renovations was

forever changing during the term. This inconsistency proved to be difficult to

visualize which entrance was most appropriate for indoor landscaping. A further

challenge, which was created by the course, was that although our ideas will be

considered by key stakeholders, we have no part in implementation. Another

obstacle was that ES2 was not engineered with indoor landscaping in mind. This

idea was reaffirmed in the interviews with Liz Nguyen and Larry Lamb.

METHOD

LITERATURE REVIEWS

       The primary goal of using literature reviews is exploratory research, which

Palys describes as having the aim to “gain familiarity with or to achieve new

insights into phenomenon, often in order to formulate a more precise research

question or develop hypotheses” (72). Literature reviews provided context for our

project and helped formulate characteristics.

       Our literature review focused in on previous WATgreen projects, a 490s

thesis project, and literature about community building. Such literature was easily

available via the internet or at the Dana Porter Library. Once collected the

literature was read and notes were taken and used to create the context of our

project.

       To expand our knowledge base, we needed to look further than the

literature that is immediately available on campus. The accessible campus

resources on indoor landscaping are severely limited. In order to acquire

literature that is relevant to our topic we explored the works cited lists of the

                                                                                    8
projects we used as context. Furthermore, by using Trellis we were able to

request materials from other universities, specifically the University of Guelph. In

addition, we searched the internet for reliable resources.

SURVEYS

       The goal of the survey was to ascertain student opinion regarding ES2

entranceways. We chose to conduct a survey since it is the best way to collect a

lot of data in a relatively short period of time. We used closed ended questions in

our survey. We chose this format because allowing the respondents to express

their opinions through written responses would take too much time to analyze.

With a survey we obtained qualitative-ordinal data that led to some statistical

analysis. We calculated the proportions of respondents within each question

based on the total number of individuals surveyed.

       We felt a long, daunting survey might deter people from participating. We

kept the survey relatively short in order to get a better response rate from our

sampling frame. While conducting the survey, we discovered that it could have

been longer. On the whole, the reaction of the respondents was one of pleasant

surprise regarding the brevity of the survey. This factor helped us recruit people

because it allowed us to say with confidence that the survey would only take two

minutes to complete. A copy of the survey is included in Appendix A.

       To administer the survey, we first had to obtain ethics clearance. Once

that task was completed, we approached people as they were entering ES2 by

the entrance of Ring Road. There are two reasons that we chose this method.

Firstly, we wanted to increase the likelihood that we would encounter those

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students/faculty/staff that frequent the ES buildings, specifically ES2, the most.

Thus we ensured the use of a relevant sampling frame that has a clear opinion of

the entranceways. Secondly, by approaching respondents when they are

entering the building, we were able to gage their opinion in the setting of our

study. As a result, we got their immediate impressions, instead of having

respondents try to remember later when the impression is not fresh in their mind.

We feel this approach produced the most accurate results.

       The questions in the survey provided us with a better understanding of the

opinions that people have of ES’ entranceways. Interior landscaping strategies

hold more validity when the users’ of the building are allowed to express their

opinions.

INTERVIEWS

       We were aware of the importance of triangulation during our research.

That is, we were conscious that three methods of data collection would provide a

strong foundation of research. To complete triangulation in this project, we

performed key informant interviews. Through this process, we gained further

knowledge of indoor landscaping on campus from individuals who have

previously investigated the subject. Individuals that we interviewed are Liz

Nguyen, who completed her 490s thesis on indoor landscaping in the Student

Life Centre, Stephen Murphy, a professor at the university who specializes in

ecology, and Larry Lamb from the Ecology Lab.

       The interview with Liz Nguyen was conducted via e-mail as she is

currently in British Columbia. We contacted her to discuss her thesis in more

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detail, specifically relating to aesthetics. An interview with Stephen Murphy was

relevant because of his expertise in plant life. We also thought he could offer

some suggestions about educational aspects. Our interview with Larry Lamb was

similar to the one with Stephen Murphy, but the emphasis was on plant life.

SUMMARY OF RESULTS

       Below is a summary of our results categorized by our main sources of

information.

INTERIOR LANDSCAPE DESIGN (Hammer)

       The definition which we have used in our project was provided by

Hammer’s book distinctions. The made between exterior and interior plants were

also detailed in his book (16-17).

LITERATURE ON COMMUNITY DEVELOPMENT

       The literature on community building involves describing the aspects of

creating an ideal community; namely, establishing a sense of place. The books

also outline the psychological benefits of such initiatives. One book that was

particularly useful was Etzioni’s “The Spirit of Community.”

WATgreen PROJECTS

       One of the previous WATgreen projects we found relevant to our study

was entitled “Creating Community Habitat through Landscape Design”

(Hutchinson et al). It presented the idea of “rehumanizing” (Naisbitt cited in

Hutchinson et al) our manmade environment to generate community. In addition,

the project addressed the idea of plant maintenance.

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The WATgreen project, “Indoor Landscaping of the Davis Centre,” also

contained information related to our project (Stone et al). The project examined

the feasibility of implementing indoor landscaping in the building, focusing on

how its poor design would prohibit the plant life from flourishing. Furthermore, the

study looked at the Davis Centre as a system, which helped us develop our

systems approach to ES2.

LIZ NGUYEN’S THESIS

       Liz Nguyen’s 490s thesis, “The Implementation of Indoor Landscaping at

the University of Waterloo,” brought to our attention that the university’s focus

has been on outdoor landscaping and that indoor landscaping does not have a

strong presence on campus. The thesis describes the various benefits of indoor

landscaping, which include psychological wellness and aesthetics. The

constraints that the university’s current infrastructure presents were also raised in

Liz Nguyen’s paper.

SURVEY

       Our survey revealed that most people that we surveyed were males (by a

six percent margin). Ninety-four percent of respondents were students. Almost

half (forty-seven percent) of those surveyed were in second year. Forty-three

percent of respondents disagreed that ES entrances are inviting. Forty-six

percent disagreed that ES entrances are aesthetically pleasing. When asked if

plant life would make an entrance more inviting, fifty-seven percent strongly

agreed. Forty-eight percent of respondents agreed that educational aspects are

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important to incorporate into entranceways. Seventy-three percent of those

surveyed wished to see native flora integrated into an indoor landscaping plan of

an ES entrance.

INTERVIEW WITH LIZ NGUYEN

      Liz Nguyen gave us advice on logistical and aesthetic concerns related to

our project. She advised that we focus on developing a smooth transition while

bringing the outdoors in.

      Another key suggestion provided by Liz Nguyen was to keep in mind the

purpose of the space being considered for landscaping. She directed us to

landscape architecture journals; however, we did not find these applicable

because they only addressed outdoor landscaping.

INTERVIEW WITH PROFESSOR STEPHEN MURPHY

      Professor Stephen Murphy was very helpful in specifying plant species

that are most suited to indoor landscaping. He emphasized that the plants

chosen must be tolerable of wild swings in temperature and adaptable to the

range of conditions that are found in an entranceway. Plants found in ecotones

would work well indoors and particularly in an entrance because of their

hardiness. Professor Murphy recommended plants such as strawberry,

bloodroot, hepatica, and hosta for an entrance to ES2. He also brought to our

attention other aspects that need to be addressed. For instance, selecting

hypoallergenic plants would reduce health and safety concerns. The issue of

placement was also raised. One must ensure that plants do not block emergency

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exists or create hazards to those in a hurry. During the interview, Professor

Murphy underlined the necessity of staff consultation before implementation of

indoor landscaping. This facilitation method will reduce complaints from staff if

unforeseen problems arise. Maintenance of the plants is also a very important

topic to discuss with staff, particularly the custodial staff.

       Educational aspects that Professor Murphy touched on included the use of

signs located beside plant life to provide information to interested parties. He

suggested using short audio or video clips as a supplement to signage. These

clips would give facts other than those available on the signs and could be

changed periodically if funding permits.

       Professor Murphy stated that any attempts to implement indoor

landscaping should start small with the option to expand if efforts are successful.

INTERVIEW WITH LARRY LAMB

       The interview with Larry Lamb articulated the types of plants that would be

suitable for entrances. He explicitly stated that it was impossible to grow native

plants in entrances because they require a dormant period. He recommended a

sub-tropical or Mediterranean garden. In addition, he described the current

indoor landscaping in the ES courtyard. Specifically, Larry explained the history

and the maintenance of the cacti garden.

ANALYSIS

       We are going to analyze our results in relation to our three characteristics:

plant life, education, and aesthetics.

                                                                                     14
PLANT LIFE

       As outlined in our ‘Project Focus’, plant life is important to incorporate in

an entrance to ES2 because it creates a transition between the natural and built

environments. This transition stimulates psychological wellness: “brain electrical

activity results show that natural and urban scenes had different effects on

cortical activity which provides strong evidence that the individuals felt more

relaxed while viewing natural settings” (Ulrich cited in Nguyen 6-7). This quote

shows that greenery produces involuntary reactions in the brain, which in turn

creates positive effects. Since plants are predominantly green, they generate

“happiness and tranquility” (Eiseman and Herbert cited in Nguyen 7). On the

whole, plants help people to feel more relaxed and content.

       Much thought went into the selection of plants to produce this positive

energy. Our survey showed fifty-seven percent of respondents strongly agreed

and thirty-seven percent agreed that plant life would create a more inviting

entrance (See Appendix C, Graph 6). Overall, ninety-four percent supported

incorporating plant life into an entrance. According to our survey, an

overwhelming seventy-three percent of respondents indicated that they would

like to see native flora in an entrance to ES2 (See Appendix C, Graph 8). The

respondents of the survey are in direct conflict with the feasibility of what types of

plants can be integrated. In the interview with Larry Lamb, he stressed that

indoor landscaping is not possible with native plants because they require a

dormant period. Dormancy cannot be replicated indoors. Native plants will try to

overcome this challenge by growing continuously, leading to stress and eventual

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death. Furthermore, the building is not designed to accommodate rapid swings in

temperature and moisture that native plants growing indoors would require.

However, since the survey shows that there was such a high demand for native

plants, both Larry Lamb and Stephen Murphy suggested that wild strawberry

plants would be the best trial species.

       Native plants are impractical; therefore, alternatives need to be sought.

The best options, given to us in our interview with Larry Lamb, are Mediterranean

or sub-tropical species. An example of Mediterranean species he gave was

rosemary. Pursuing a Mediterranean theme would be the easiest given the

school’s proximity to a prime example of this type of garden. The Royal Botanical

Gardens, in Burlington, Ontario, has a large indoor Mediterranean garden which

is open to the public year round. As a result, information about Mediterranean

plants is easily accessible (The RBG Centre).

       Speaking from his experience with the ES courtyard, Larry Lamb advised

us on maintenance issues. He strongly suggested low maintenance plants be

used in order to cut back on cost and labour. Moreover, upon implementation in

any indoor landscaping one person should have the primary responsibilities of

maintenance and upkeep. This factor ensures the person becomes familiar with

the needs of the plants and how they work together. We suggest that this

responsibility be held either by an interested staff member or the Naturalistic

Landscaping Team on campus. The cost of plant life in entrances must include:

plants, shipping, accessories (pots and mulch), as well as labour (instillation and

maintenance) (Hammer 167). Other considerations when incorporating plants are

                                                                                   16
the types of pests and how they will be dealt with, especially with non-native

plants, which could bring in invasive species. The total cost is entirely dependant

on the type of plants that are chosen for the entrance. We felt that we could not

even begin to estimate the cost because there are so many decisions to be made

that will influence the budget. However, if a phasing approach is taken, initial

costs will be minimal and total costs spread out over time.

EDUCATION

   Incorporating educational aspects into an entrance in ES2 is important

because the University of Waterloo prides itself on academics. Also, we found

that seventy-two percent of the survey respondents agreed or strongly agreed

that education was an important aspect of entrances. It is a proven fact that

“experiences are more effective teachers than lectures” (Etzioni 103). Particularly

in environmental studies it is valuable to obtain hands on experience with nature.

Indoor landscaping allows an increased proximity with the outdoors. According to

the diagram created by Paul Kay a significant output of a green building is

education (See Figure 3).

       Figure 3. Input and Output Green Building (Kay “Schematic of Our System for ES2 Projects”)

                                                                                                    17
The primary way to get across education in relation to plants is signage.

Stephen Murphy advocated interactive signs as a means of conveying

information relevant to the display. He stated that such signs would be effective

because they would grab people’s attention.

   Larry Lamb mentioned a similar approach to education. He specified that due

to the overwhelming support for incorporating native species, a sign explaining

why using these species indoors is not realistic should be included. Stephen

Murphy suggested the signs have short audio or visual components which may

be changed periodically. Due to budget concerns, maintenance issues and the

possibility of vandalism, such signs may not be feasible. Another educational

aspect which Stephen Murphy mentioned was that the entrance could be

featured in tours for school groups.

AESTHETICS

      Aesthetics are key to creating a welcoming environment in an entrance.

Only two percent of respondents strongly agreed that the current ES entrances

were aesthetically pleasing whereas twenty-six percent strongly disagreed (See

Appendix C, Graph 5). These results indicate displeasure with the current

appearance of the entrance and suggest that improvement would be accepted.

Although plants are pleasing to the eye on their own, there are other factors that

can enhance the attractiveness of the area that need to be considered. One of

these factors is the placement of plants. They need to be arranged in such a

fashion that is not cluttered, allowing for open spaces and optimal plant growth

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(Nguyen, Interview). Including a variety of plant life in indoor landscape design

would improve its aesthetic value by providing diversity and a plethora of colour.

The plants must also be modular. The ability of the plants to be moved is

essential if a problem arises with their location. Such problems may include fire

or other hazards. Although modularity is important, it may sacrifice the aesthetics

of the entrance. To prevent this conflict, a temporary, modular indoor landscape

design could be implemented as a trial. Once proven that the location and

placement is acceptable, more permanent, less modular designs may replace the

temporary ones.

RECOMMENDATIONS: APPLYING OUR CHARACTERISCTICS TO AN
ENTRANCE IN ES2

       There were two entrances that were considered for implementing indoor

landscaping. The first site was the entrance off of Ring Road, circled in blue on

the floor plan (Figure 4). The site we chose was the one by the terrace on the

second floor, circled in red on the floor plan (Figure 4).

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Figure 4. Floor plan for second floor of ES2 with selected site by terrace (Gibson)

Some of the factors we took into consideration when choosing this site were:

       - UV Light: The windows in this entrance allow maximum natural light.

Compared to the Ring Road entrance which had one window that features

translucent double panes of glass, our site features an entire wall of single paned

windows. This characteristic improves the feasibility of the project because it

reduces the cost. The reduction is a result of not having to augment the current

UV light levels with growth lights. If plants were to be placed in the entrance off of

Ring Road, it would be necessary to supplement the natural light with a multitude

of growth lights (Larry, Interview). Moreover, Stephen Murphy advised us that

this entrance would be better for the success of indoor landscaping initiatives

because of its natural light.

                                                                                                 20
- Synergy With Other Projects: The placement of indoor landscaping in

this entrance would allow for a smooth transition between the outdoor and indoor

projects. For example, the Outdoor Landscaping group proposed the space

directly beside the terrace become a Carolinian forest ecosystem. Furthermore,

the biofiltration groups would like to place their projects in the foyer adjacent to

the entrance.

        - Location of Entrance in Relation to ERS Offices: The primary location of

the ERS department will be on the second floor of ES2. By choosing an entrance

on the second floor we are enhancing the ERS community because of its

proximity to other projects.

RECOMMENDATIONS FOR PLANT LIFE

1. Although using native plants in indoor landscaping is desirable, it is not

feasible. Our recommendation is that a Mediterranean theme be used to create

the plant list.

2. Designate the task of maintenance to a single individual or the Naturalistic

Landscaping Team.

3. During our interview with Larry Lamb, contact information for other informants

was provided. However, due to time constraints we were unable to contact them.

We recommend that in further research on indoor landscaping in ES2, these

people be interviewed. Their contact information is as follows:

                  -Allen Anderson, University of Guelph 824-4120

          -Lynn Hoyles in the Biology Greenhouse, University of Waterloo

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RECOMMENDATIONS FOR EDUCATION

1. We recommend interactive signs as the best means of communicating

information about the plants that are chosen.

RECOMMENDATIONS FOR AESTHETICS

1. All plants that are placed in the entrance must be planted in containers.

2. When plants are chosen consideration needs be given to their colour. Having

a variety of colour should be paramount.

       Overall, following through with these recommendations will achieve our

goal of creating a psychologically beneficial and inviting entrance; in turn,

contributing to the greening of ES2.

                                                                                22
APPENDIX A: COPY OF SURVEY

Indoor Landscaping Questionnaire

1. Sex:   Male                  Female

2. Occupation: Student             Faculty/Staff

3. Academic Year:      1    2      3      4       5   other

4. I think the current ES entrances are “inviting”.

Strongly Disagree Disagree Neutral Agree Strongly Agree

5. I feel the ES entrances are aesthetically pleasing.

Strongly Disagree Disagree Neutral Agree Strongly Agree

6. In my opinion adding plant life create a more inviting entrance.

Strongly Disagree Disagree Neutral Agree Strongly Agree

7. I feel educational aspects (e.g, signs) are important to incorporate in an entrance to ES.

Strongly Disagree Disagree Neutral Agree Strongly Agree

8. What type of flora in your opinion, would suit the ES entrances (Circle One)

                                       Tropical       Desert

                                       Native         Aquatic

                                    Other (please specify):

                                                                                           23
APPENDIX B: RAW DATA FROM SURVEY

QUESTION 1: Sex

        Males                Females         Total
                     30                24       54

QUESTION 2: Occupation

       Student            Faculty/Staff      Total
                     51               3         54

QUESTION 3: Academic Year

           1                     2             3          4               5           Other    Total
                      5                25          12         4                   3       5      54

QUESTION 4: I think the current ES entrances are "inviting".

 Strongly Disagree          Disagree        Neutral     Agree     Strongly agree      Total
                  13                23          12           5                  1        54

QUESTION 5: I feel that ES entrances are aesthetically pleasing.

 Strongly Disagree          Disagree        Neutral     Agree     Strongly agree      Total
                  14                25          10           4                  1        54

QUESTION 6: In my opinion adding plant life creates a more inviting entrance.

 Strongly Disagree          Disagree        Neutral     Agree     Strongly agree      Total
                      0                 0        3          20                 31        54

QUESTION 7: I feel educational aspects (eg.signs) are important to incorporate in an entrances to ES.

 Strongly Disagree          Disagree        Neutral     Agree     Strongly agree      Total
                      0                 2       13          26                 13        54

QUESTION 8: What type of flora in your opinion, would suit the ES entrances?

       Tropical               Desert        Native      Aquatic        Other          Total
                      5                 4       40            6                   0      55

                                                                                                24
APPENDIX C: GRAPHS FROM SURVEY RESULTS

                Graph 1: Proportion of Males to Females

                                               Males
                                                30
                                               56%

                Females
                   24
                  44%

              Graph 2: Proportion of Students to Faculty/Staff

                          Student
                             51
                            94%

                                                       Faculty/Staff
                                                            3
                                                           6%

                                                                       25
Graph 3: Proportion of Academic Years

                                 9%               9%
                6%

          7%

                22%                                            47%

                            1    2    3   4   5   other

Graph 4: Proportion of respondents who agree with the statement "I think the
                    current ES entrances are "inviting"

                  43%

                                                                          22%

                                                                  9%
                         24%                              2%

            Strongly Dissagree   Disagree     Neutral     Agree   Strongly agree

                                                                                   26
Graph 5: Proportion of respondents who agree with the statement "I feel that ES
                    entrances are aesthetically pleasing. "

                                 46%

                                                                                  19%

                   26%
                                                                7%
                                                       2%

            Strongly Dissagree    Disagree   Neutral    Agree    Strongly agree

          Graph 6: Proportion of respondents who agreed with the statement
          " In my opinion adding plant life creates a more inviting entrance."

            37%

                                                                           57%

              6%
                   0%

           Strongly Dissagree     Disagree   Neutral    Agree   Strongly agree

                                                                                        27
Graph 7: Proportion of respondents who agreed with the statement
" I feel educational aspects (eg.signs) are important to incorporate in an entrances to ES."

                                                                   48%

    24%

                         4% 0%                                 24%

                Strongly Dissagree     Disagree     Neutral     Agree        Strongly agree

                   Graph 8: Type of plant life respondants prefered

                                     73%

                                                                         11%
                         7%                                   0%
                                              9%

                      Tropical   Desert    Native     Aquadic        Other

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Works Cited

Etzioni, Amitai. The Spirit of Community. New York: Crown Publishers, 1993.
“Framework.” Merriam-Webster’s Collegiate Dictionary. 2003.
Gibson, Bob. Floor plan for ES2. 25 November 2004.
      
Hammer, Nelson A. Interior Landscape Design. New York: McGraw and Hill,
      1991.
Hutchinson et al. Creating Community Habitat Through Landscape Design
      University of Waterloo: WATgreen,1995.
Kay, Paul. Schematic of Our System for ES2 Projects. 20 November 2004.
      
Lamb, Larry. Personal Interview. 22 November 2004.
McCarthy, Dan. Introduction to Systems Thinking. Lecture, University of
      Waterloo, 2004.
Murphy, Steven. Personal Interview. 15 November 2004.
Nguyen, Liz. E-mail. 15 October 2004.
Nguyen, Liz. The Implementation of Indoor Landscaping at the University of
        Waterloo. University of Waterloo, 2003.
Palys, Ted. Research Decisions. Canada: Thomson Nelson, 2003.
Stone, Mike et al. Indoor Landscaping in the Davis Center. University of
Waterloo: WATgreen,1995.

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