Green UP Wilson! Vertical Garden Campaign
• Anna Wille & Claire Doemland • • Environmental Studies: Community Organizing for Sustainable Living •
• Prof. Mallory McDuff • Warren Wilson College • Spring 2013 •
Vertical gardens at Warren Wilson College as a means to increase environmental stewardship and energy efficiency of campus buildings
Table of Contents
I. Needs Identification
II. Initial Research
III. Stakeholder Analysis
IV. Further Research
a. Tools
b. Results
V. Strategies
a. Planning Chart
b. Toolkit
VI. Implementation
VII. Evaluation
Needs Identif ication
Our team identified a need for a campaign to weatherize and insulate energy inefficient buildings on campus. Our goal was to find a solution for diminishing the environmental cost of energy use using existing biological systems. Warren Wilson College has a long history of being a leader and example in the United States for sustainability. However, as a school that has existed since 1890, Warren Wilson has many old buildings that are not energy efficient. Tearing these buildings down would not only not be expensive and wasteful; it would be hurting the identity of the campus establishment. Previous efforts to increase the energy efficiency of existing buildings, however, were going largely unnoticed by the student body, such as the geothermal energy efforts in Orr and Larsen, or unfinished, like the solar hallway in Witherspoon and the green roof on the Library. We noticed these facts while living, working, and attending classes at Warren Wilson College.
In order to attain the support that would be needed to bring any large-‐scale
project to completion, we would need to create a campaign that would be student-‐led community-‐wide. In order to get it noticed, our campaign would have to be something new to campus: creative, beautiful, and inspiring.
Sustainability is woven into the fabric of WWC. It is grounded
in our rich history of place and purpose, embedded by generations of community members who have modeled our fundamental commitment to connect values to action.
Green Living Guide
Our initial idea was inspired by research on biomimicry from scientific minds like Janine Benyus and Michael Pawlyn. Biomimicry is the process of finding solutions to everyday architectural and mechanical problems in natural systems that organisms have spent eons evolving to perfection. We thought we could one form of biomimicry to suit our purposes: adding plants to existing architecture.
Plants on roofs and walls have shown to have a slew of environmental and
energy-‐saving benefits. A roof garden or living wall would be attractive to the public, a visual conversation-‐starter, and something to be proud of as a member of the community. Furthermore, the design, building process, and maintenance of such an architectural anomaly would be good community projects, and the finished product would be a good educational tool for areas in work, learning, and service.
Init ial Research The very beginning of our research centered on deciding what type of living architecture we should build, and where. We learned from a brief, informal interview with Stan Cross, the director of the Environmental Leadership Center, that there are more than just the different surfaces of a building to put plants. When it comes to roofs, for example, there are roof gardens— interactive gardens in which you can hang out—and living, or green, roofs— self-‐sustaining, non-‐interactive mats of small plants, usually grasses.
We decided on the project of a vertical garden because the designs appeared to have the most practical benefits to any building we would to apply them to and because they did not have the same safety restrictions, being on a wall. The safety restrictions were very important to us because we wanted the project to be students led, designed, and maintained as much as it could be. We then looked into examples of vertical gardens for reference and inspiration. There have been many great masterpieces, particularly those done by the genius botanist Patrick Blanc, around the world. Some have also been closer to home. Patrick Blanc’s work:
Roof Garden
• Pros: • Increase biodiversity, CO2 sequestration, aesthetics. • Create a unique space for community gatherings.
• Cons: • SigniWicant re-‐inforcement to building for support. • Students not allowed on roofs: safety hazard.
Green Roof
• Pros: • Increase biodiversity, CO2 sequestration, aesthetics. • Easier to build and maintain than roof garden
• Cons: • Some reinforcement needed for support • Students not allowed on roofs: safety hazard.
Vertical Garden
• Pros: • Increase biodiversity, CO2 sequestration, aesthetics. • Insulates and weatherizes building through structure. • Very visible to bystanders • No roof-‐related safety hazard. • Cons: • Complicated structural design
An entire street: Paris, France
A bridge: aix-‐en-‐Provence, France
A museum
: Madrid, Spain
Vertical Gardens and Consumerism:
Vertical Gardens in U.S. Universities
A strip mall: Milan, Italy
A Barn: Greenwich Connecticut
The Largest in the U.S.A:
Drexel University Philadephia, PA
Examples near us:
Duke University Durham, NC
And:
Queens University Charlotte, NC
Benefits of Vertical Gardens:
1) Water Quality When rain falls on the exterior wall of a building, it will carry chemicals and particles found on that wall (paint chips, concrete dust, grime) into the water system. A vertical garden not only eliminates this issue by catching the rain on the plants rather than a bare surface, it also uses natural root systems to filter and purify any contamination that might have entered the water through the air. 2) Air Quality The carbon sequestration that plants do to convert carbon dioxide into oxygen is enough to allow for this categorization. Plants also filter out other gasses and particulates that can be found in air such as sulfates, a coal byproduct and notable hazard in the area, and nitrates from motor vehicle exhaust. Particular species can even filter out more dangerous and difficult chemicals such as benzene, formaldehyde, ammonia, and trichloroethylene. Further studies show that vertical gardens reduce sound pollution and damper the effects of wind tunneling or lack of ventilation between buildings. 3) Energy Use The structure of the vertical garden design in this project effectively traps a layer of air between the back of the garden and the wall. This creates relatively efficient insulation for the building and thus reduces heating and cooling needs in the building. Over time this reduces the energy use of the building, saving money and hindering the environmental cost of A/C. 4) Biodiversity Though Warren Wilson Campus is not lacking in effort for promoting biodiversity on campus, it is worth mentioning that vertical gardens increase the amount of life anywhere substantially. The flexible nature and specificity to which the design can grow allows for almost any kind of plant to live on this vertical garden, including rare, endangered, or wildlife-attracting species. 5) Human Health We all know that the quality of our air, water, and general environment affect our health: too many particulates in the air leads to an increase in asthma and other lung problems, sound pollution affects sleep patterns, contaminants in our water upset our stomach, etc. Studies have shown that an increase in plant biodiversity increases the amount of microbes that live around you as well-- and this is a good thing! The immune system becomes stronger and more resilient the more biodiversity it's exposed to.
After all the research we had done, we had to decide which of the buildings on campus had the most need for a vertical garden. We listed the buildings on campus according to most structural, aesthetic, and environmental need they showed. The main contenders were Jensen, DeVries Gym, Gladfelter Cafeteria, and Kittredge Theatre.
We chose Kittredge Theatre because of its
overall impact on the campus community. It is near the main road to and from campus, as well as the one of the largest and most accessible parking lots on campus. This affects the environmental impact that the vertical garden would have since traffic is one of the greatest contributors to greenhouse gasses, chemical and sound pollution. It also affects the visibility of the wall. This is particularly impactful because Kittredge Theatre is greatly lacking in aesthetic appeal, being large and concrete. Since Kittredge is highly visible from many places on and near campus, the vertical garden would be a hugely positive change. Lastly, Kittredge is not efficient as a structure in either its heating and cooling capacity, or soundproofing the Theatre or practice rooms from outside noise. The use of a vertical garden both for soundproofing and insulation would benefit Kittredge Theatre more than any other building on Warren Wilson College Campus.
Stakeholder Analysis Stakeholder Chart: This graph serves as a visual representation of the influence and importance of some of the groups in our campaign. Size indicates importance to the campaign and location indicates dynamic relationships between groups.
Summary:
Student Body Work Crews Administration Community • Students are the primary drive for any change that occurs on campus • Would be a visual change in their lives
• Work crews would be involved in the building and maintenance • Would learn more building techniques
• Staff in Adminis-‐tration would be key in getting app-‐roval and funding • Would be able to promote WWC
• People living near and visiting campus often see Kittredge first upon arrival • Would be a positive first impression
Student Body
Swannanoa & Asheville Community Members
Future Community Members
Landscaping Crew
Landscape Design Sub-‐Crew
FMTS/ FMCS
Plumbing Crew Building
Services
Work Crews
Active Kittredge Participants
Theatre Faculty & Crew
Environmental Leadership Center
Administration
Buildings and Grounds Committee
Constituents: Allies & Opponents • Who they are • Their roles on campus • Their motives for being involved •
• Special Characteristics • How they might affect the campaign • • How they get their information • Thoughtful questions to ask them •
• Any additional info we might need about them •
A) Students Students would be the primary constituents affected by this campaign. Living on campus and paying tuition to be a part of the community, students are the driving force behind the way the school is run. Most care about campus sustainability and getting involved in campaigns on campus. Their vocal support alone would push the campaign to success; any indication of their dissent would immediately end all efforts in this project. Most students get their information through word of mouth, though flyers and posters have been somewhat effective methods of communicating. Thoughtful questions to ask the student body might include:
• How do you feel about sustainability efforts on campus? • What are your thoughts about a vertical garden on Kittredge? • Would you like to get involved in this project?
Additional information that would be helpful in understanding this group:
• Answers to the questions above • Their opinions of Kittredge Theatre as it is • How often they pass by Kittredge
B) Work Crews
The work crews on campus are made up of students and qualified supervisors designed for a specific task. They help make the school function: crewmembers sort, file, create, demolish, plan, assemble, and fix all corners of the campus. Work crews would be involved in the designing process, building, and maintenance of the vertical garden, so their commitment is important to the overall success of the project. They have all the influence and power of the student body with the skill set to back their claims.
• Landscaping Crew: The Landscaping crew, supervised by Tom LaMuraglia, is the crew that designs, plants, and maintains all outdoor landscaping on the main campus (excluding the wooded areas, garden, and farm). The vertical garden would fall under their care for maintenance issues once it has been built. The Landscape Design Sub-Crew would also be involved in the plant design process. Tom makes all the decisions for the crew so all questions would be directed to him. Thoughtful questions to ask Tom might include: • How do feel about this project? • Would you like to be involved? • What sorts of plants would you like to see on the wall?
Additional information that would be helpful in understanding this group: • What resources might they have that could help us?
• FMTS/CS: Facilities Management is the crew that directs, controls, and supports all of the work crews on campus involved in building. The vertical garden would impact the flow of work heavily so it would be best to have the administrators of FMTS/CS on our side. Thoughtful questions to ask FMTS/CS: • How do you feel about this project? • Would you like to get involved? Additional information that would be helpful in understanding this group: • Who would be the best person to talk to? • Who would be the most likely to support us? • What are our chances of getting help from this group?
• Building Services: Building Services provides technical support for the small, housekeeping sort of mainten-ance that is involved in the buildings on campus. Having the support of building services would provide tools and the know-how for planning on this campus. Thoughtful questions to ask Building Services: • How do you feel about this project? • Would you like to get involved? Additional information that would be helpful in understanding this group: • Who would be the best person to talk to? • Who would be the most likely to support us? • What are our chances of getting help from this group?
• Plumbing Crew: Plumbing crew handles all of the plumbing works on campus. Their knowledge in the areas of water flow in general and on campus will help in the structural design of the vertical garden. Thoughtful questions to ask plumbing crew: • How do you feel about this project? • Would you like to get involved? Additional information that would be helpful in understanding this crew: • How much time do they spend on outside projects? • Who would be the best person to talk to?
• Theatre Crew: The Theatre Crew is involved in everything around Kittredge. A small crew, they would not have the resources to help maintain the vertical garden. However, their involvement is key in getting this project off the ground because of their intrinsic connection to the building. Thoughtful questions to ask Theatre Crew: • How do you feel about this project? • Would you like to get involved? Additional information that would be helpful in understanding this group: • How they feel about Kittredge currently • How much influence they have on making change happen?
C) Administration The administrators of Warren Wilson College make most of the major decisions about how the school is run. Though they are influenced by what the students have to say, they also make decisions based on factual evidence on the practicality of the issue at hand. Their main goal is to make Warren Wilson College the best it can be, according to what the students want, what the state requires, and what will keep the college afloat in future years. The administration is divided into many small pieces made of boards and committees; primarily, we will be dealing with the Buildings and Grounds Committee and the Environmental Leadership Center. These committees get their information from the school, those proposing things to them, and through their own research and prior knowledge in the subject area. The administration need to know very clearly what the students want, how this is beneficial to the school, and a detailed plan for action.
• Buildings and Grounds Committee: This committee is made up of staff and students with some knowledge, experience, or interest in the building process on campus. The group decides whether building plans are approved and can be put into action. Members include Liz Brace, Steve Farrell, Tom LaMuraglia, Ian Robertson, Deborah Anstrom, Beau Ohlgren, and Bo Dossett.
• Environmental Leadership Center: The Environmental Leadership Center is the center for sustainable action, especially at the student level. Stan Cross, the director, is particularly concerned with student led sustainability actions. We will be applying for a seed grant fro the project from the ELC later in the campaign, and the success of the campaign may hinge on getting this grant.
D) Faculty
The faculty of Warren Wilson would be a good resource of knowledge on plants, like Amy Boyd and Natasha Shipman of the Biology Department, or practical knowledge on building and Warren Wilson bureaucracy, like Joe Young of the Chemistry Department. The faculty would, in turn, be able to use the vertical garden as a teaching point in their courses, as well and enjoy all of the other benefits it provides.
E) Community Members: Extended and Future There are several groups of people on the periphery of the Warren Wilson College community. Some of these are the people who live in Swannanoa or Asheville and come by for events like plays or contra dancing. A great many more are the pro-spective students who visit and must decide whether this is the place for them. The impressions that we give as a school, particularly first impressions they have upon arriving, determine whether they will decide to be a committed member of our community. It would be helpful to the college to contact these people in the scope of the project.
Further Research a) Tools
b) Results
From the research we did, we got a fairly good handle on how we thought we were going to go about the project:
We found from our interview with Steve, the Campus Architect, that Kittredge Theatre was not under any other planning process, and would not need any structural reinforcement to build a garden on it. Stan Cross lent us support and feedback from his position as director of the Environmental Leadership Center. Tom LaMuraglia gave us the support of the Landscaping Crew, and set us off in the right direction for research on structure and maintenance. Amy Boyd advised us on the sort of tests that need to be conducted in order to pick plants that would survive on the wall, while Natasha Shipman let us in on a good source for local plants at affordable prices. Finally, Joe Young advised us on the state legislature involved in getting our vertical garden up, as well as who on campus might be a good resource of knowledge for any point in our research.
Interviews on Campus:
• Stan Cross • Steve Farrell • Tom LaMuraglia • • Amy Boyd • Natasha Shipman • Joe Young •
Student Survey:
• Dispersal: Student-‐l • Response: 178 students •
Interview off Campus:
• GSky Plant Systems, INC, Representative •
Web Searches:
• Structure: DIY vs Pre-‐Made • Materials and Prices • • Plants: Types, Sources, Prices •
The survey was created on surveymonkey and emailed out to the student-‐l. Within the first five hours, the survey received more than 120 responses. To date, 178 responses have been recorded by surveymonkey. The following demonstrations of the responses were from the first 100 responders. Question 1: From what you know about Warren Wilson, how much more work do we need to do towards sustainability?
Comments/ Explanations: Question 2: How often do you pass by Kittredge? Question 3: What sort of impact do you think a vertical garden would have on the campus overall?
Question 4. We are designing a full-scale vertical garden to be built on Kittredge Theatre. Please let us know your thoughts, comments, or concerns about this project!
OMG DO IT PLEASE!!!!
I love this idea! Hopefully the construction part of it will be done well and future maintenance on it (in terms of repairs) will be minimal. Bringing in student crews to help would be awesome to see as well. Do it!!!! It is
sure to appeal to perspectives, alumni, and trustees.
Sounds like a great idea
Yes, please. That big grey wall is hideous. It was the first thing I saw when I visited campus and I was immediately turned off. A vertical garden would make it exponentially more attractive.
Awesome! I want to help!
I think this idea is incredible! It's no secret that the color and cement which is Kittredge, is unfortunate at best, and a vertical garden would be fantastic! I would love to have more color and clean air on campus. My only concern would be the maintenance. Would a vertical garden be self-‐sustaining after a period of time? If not, who would care for it? Landscaping, or perhaps another designated crew entirely?
Do it! It would look so cool!
I'm not really sure what a "vertical garden" is…
Let's do it! Sounds fun, practical, inspirational, and educational for Warren Wilson and the surrounding community.
Great idea, only wish I wasn't graduating so I could see it!
In order to determine the best system of vertical garden, we researched different Do-‐It-‐Yourself (DIY) and pre-‐made vertical garden designs. We also contacted a company that specializes in growing, building, and maintaining vertical gardens for large companies. GSky Plant System, INC, is the company that set up the vertical gardens at both Duke and Queens University. Brent Brock, their sales representative, was very quick in responding to my questions and gave me a quote for about $165 – $200 per square foot. After explaining to him the way Warren Wilson College works, and that we would like to do the installation ourselves. GSky’s price, excluding labor, tools, and equipment still ranged from $135 -‐ $165 per square foot.
We decided that we needed something a little different. Pre-‐made wall materials using Florafelt Vertical Garden Planters would cost only about $22 per square foot. Add this to the plant prices we gathered from the Painter’s Greenhouse website (about $2.50 per square foot), and the total price would round out at just under $25 per square foot. These prices do not include irrigation, however, which we later discovered to be one of the most difficult parts. The DIY vertical garden, without looking at bulk prices, sat at just under $20 per square foot (including bulk discounts, the whole project could be done with $15 per square foot). The design was developed by Patrick Blanc, and is simple, cheap and elegant.
Of the plants that can live on the wall, the limiting factor is more the weather than the design. The wall must be monitored carefully for hours of sun-‐light throughout the seasons, wind and chill factors, as well as precipitation. Other than that, though, the wall can be populated with any kind of plant. Of the larger picture, a few bits of advice stand out: Keep in mind that the plants will change the biosphere around them: plan to put shade-loving plants under sun-loving grasses and the like. Plants that grow larger than 8 feet tall will droop, covering any plants below. Native plants tend to do better in most vertical gardens.
Strategies A) Strategy Chart
B) Strategy Toolkit
Plan
Talk to People
Research
GET BUILDING
Get Funding
Get Volunteers
Implementation A Great Start…
Our project began with the plan to use biological systems to weatherize and insulate energy-‐inefficient buildings. The idea of building a vertical garden on Kittredge was kick-‐started in early March by some very positive and encouraging interviews with Stan Cross, Steve Farrell, and Tom LaMuraglia. By early April, we had a pretty solid idea of how the construction of the vertical garden was going to go, and had designed posters and made a website in support of the campaign.
A Sudden Change… The campaign hit a speedbump, however, in mid-‐April. The team had yet to get in
touch with the Buildings and Grounds committee to set a date to propose the idea. Feedback from Natasha Shipman, Joe Young, and Stan Cross began to reveal flaws in our knowledge and planning. Furthermore, finding funding for such a large-‐scale project was going to take time and effort, and was not something that we had planned into our schedule. The idea changed, then, to only have a small portion of the wall made into a garden so that we could have a measurable success for the purpose of this class, and a visual example for promotion of the full-‐scale project. A Dynamic Plan…
The plan, new reformed and re-‐imagined, is the result of hours of deliberating the issues at hand. Our timeline is short, and funding low. New state regulations have halted new building projects because of permitting and supervision requirements. Our garden, therefore, will not be on the wall, but a couple feet away from it. This will also allow curious passerby to look at how the construction is made, from the wall to the plants. The structure will only be 4 ½ feet high by 7 feet wide (our original design, but on its side) because there are few, if any, regulations for constructions under 5 feet in height.
We have turned in a final proposal to Stan Cross in the Environmental Leadership Center for funding for the project. We got full funding and congratulations for a job well done. We also presented to the Buildings and Grounds committee for Friday, May 3rd. They did not give us outright approval, but showed widespread support, and asked several valuable questions. They also gave us a few possible solutions to the problems that they anticipated with the project. Ian Robertson went so far as to say that he would provide us with some funding for the project if the ELC did not completely cover us. We plan on returning to them once again when the design is finalized to get final approval. Several students have already volunteered to help with the construction next semester and the research and planning that will have to be done over the summer, so we do not anticipate this part taking very long. We also plan to request Steve Farrell supervise to make sure no issues with regulations or hazards arise.
Between building and now, we will be continually surveying our stakeholders
and the instructors who have been involved to assure that we are doing the most we can to communicate, adjust, and build the garden in a way that will be welcomed by the school.
Undaunted, we continue…
Though our original design and idea has changed dramatically in a short period of time, there is still hope for a full vertical garden on Kittredge. The structure blueprints have been made, and weekly meetings with Sarah Elliott from Landscape Design Crew are getting the plant blueprints underway. Our hope is that the sample we construct now will inspire funding, action, and the completion of our full project.
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Implementation Timeline
Task When? Interviews with stakeholders March 15-‐ April 8
Plant and material research April 8th-‐13th
Structural cost research April 8th-‐13th
Created a blog to inform people of what was happening April 10th
Measurement of Kittredge April 12-‐14th
Decision of which type (prefabricated, kit-‐based, or original) materials to use
April 17th
Poster creation and display April 17th
Submitted a grant proposal to the ELC April 18th
Examination of state legislation about new building structures and adjustment of campaign accordingly
April 27th
Buildings and Grounds Committee Meeting and Feedback May 3rd
Campaign Presentation to classmates and stakeholders May 9th
Research and Fine-Tuning of Sample Structure Summer 2013
Buildings and Grounds Committee Approval Fall 2013
Build Sample Structure Fall 2013
Research an fine-tuning of Full Structure Fall 2013
BUILD FULL STRUCTURE WORK DAY 2014
Evaluation Since the vertical garden will not be built within the timeline of this class, self-evaluations focused on: (1) how successfully the project’s goals were disseminated across the campus and (2) how well we communicated and interacted with the faculty involved. In order to find this information we gave out two surveys, one of which was electronic and sent as a student-l, and the other was a one-page questionnaire that we personally handed to the faculty we thought would have the best insight about our campaign. Faculty Survey Results:
Participants who responded before 05/06/2013: Stan Cross Deborah Anstrom Tom LaMuraglia Ian Robertson
Participants from whom we are still waiting for a response:
Liz Brace Steve Farrell
The full responses from the faculty are attached (assembled in order of most to least interaction time), but the main point we gathered from these surveys was that we still have some structural aspects to fine-‐tune. Most of these questions came up during the Buildings and Grounds Committee meeting, and are very valid, professional questions, mostly on plumbing, which I (Anna) am not very adept at understanding and thus have had some difficulty with. However, all of the responders had very positive feelings about the idea and the possibility that it will succeed. It was also very interesting to see the different perspectives that came from Deborah and Ian, who had been at the same meeting and only knew me (Anna) through the time I was presenting and answering questions. Deborah was certainly more critical, which I appreciate, while Ian was extremely supportive and seemed to have different expectation for how the presentation would go. Stan and Tom had both had more time working with me and thus had very similar opinions about the project and my work. Question 2: Please rate the presenter’s professionalism on a scale of 1 to 5, with 1 being very unprofessional and 5 being very professional.
Stan: 5 Tom: 4
Deborah: 2 Ian: 5
Question 3: Please rate the presenter’s preparedness on a scale of 1 to 5, with 1 being very unprepared and 5 being very prepared.
Stan: 5 Tom: 4
Deborah: 2 Ian: 4
Student Survey Results: The survey that was sent out got more than 150 responses to date. However, due to restrictions in the free version of surveymonkey, only the results of the first 100 responses could be seen and analyzed. The survey was divided into two sections: general questions to ascertain student response to the idea, and exposure questions to get a feel for the reach of the project around campus.
For example, in the first section, we asked questions like “How much more work does Warren Wilson need to do toward sustainability?” or “How often do you pass by Kittredge?” and “What sort of impact do you think a vertical garden would have on the campus overall?” The second section simply asks the people who took the survey whether they had heard about the vertical garden before taking the test. This section was very revealing in that the responses we got were overwhelmingly positive. Even the most negative and critical response in the open field question had rated the impact to be “neutral.” What this section also revealed was the lack of communication and understanding for how this project would be implemented. People asked questions like “what is a vertical garden?” and “What sorts of things will grow on it?” as well as questions about how this could possibly have an environmental impact or not be a waste of water/energy resources.
The second section was very simple, and asked whether the people who took the survey had known about the vertical garden before taking the survey, and if yes, how. Though the statistics on the survey say that almost 44% of the people who took the survey knew about the project beforehand, I believe that this is biased because the first people who took the survey were involved in the project, and also some who answered regarded the email with the survey in it as having known about the project beforehand. Of those who knew about it, most had heard of it through word of mouth or from seeing posters around campus.
When we asked whether any of the people who took the survey had visited the website, only 6% of all the survey population had. However, after the survey went out to the student body, the website got more than 200 page views— within the next 12 hours.
From these results its clear that the project has a lot of work to do in order to succeed. Figuring out the answers to the questions that faculty pose about plumbing and maintenance, as well as getting the public to better understand through the more strategic use of surveying, tabling, and access to the website (which is most certainly the best medium for getting out all the information to the public). But with careful planning, adaptability, and energy, we have no doubt that we will one day see the full project on Kittredge Theatre.
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