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 2004TABLE 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
2THE 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
3bringing 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.
4Aesthetics 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.
5THE 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”).
6THE 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.
7One 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
8projects 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
9students/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
10detail, 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.
11The 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
12important 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
13exists 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.
14PLANT 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
15death. 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
16the 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”)
17The 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
18(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).
19Figure 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
21RECOMMENDATIONS 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.
22APPENDIX 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):
23APPENDIX 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
24APPENDIX 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%
25Graph 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
26Graph 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
27Graph 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
28Works 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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