Conventional detection methodology is limiting our ability to understand the roles and functions of fine roots

We lack a thorough conceptual and functional understanding of fine roots. Studies that have focused on estimating the quantity of fine roots provide evidence that they dominate overall plant root length. We need a standard procedure to quantify root length/biomass that takes proper account of fine roots. Here we investigated the extent to which root length/biomass may be underestimated using conventional methodology, and examined the technical reasons that could explain such underestimation. Our discussion is based on original X-ray-based measurements and on a literature review spanning more than six decades. We present evidence that root-length recovery depends strongly on the observation scale/spatial resolution at which measurements are carried out; and that observation scales/resolutions adequate for fine root detection have an adverse impact on the processing times required to obtain precise estimates. We conclude that fine roots are the major component of root systems of most (if not all) annual and perennial plants. Hence plant root systems could be much longer, and probably include more biomass, than is widely accepted.

Elasto-plastic impact of fine particles and fragmentation of small agglomerates

Surface deposition of dense aerosol particles is of major concern in the nuclear industry for safety assessment. This study presents theoretical investigations and computer simulations of single gas-born U3O8 particles impacting with the in-reactor surface and the fragmentation of small agglomerates. A theoretical model for elasto-plastic spheres has been developed and used to analyse the force-displacement and force-time relationships. The impulse equations, based on Newton's second law, are applied to govern the tangential bouncing behaviour. The theoretical model is then incorporated into the Distinct Element Method code TRUBAL in order to perform computer simulated tests of particle collisions. A comparison of simulated results with both theoretical predictions and experimental measurements is provided. For oblique impacts, the results in terms of the force-displacement relationship, coefficients of restitution, trajectory of the impacting particle, and distribution of kinetic energy and work done during the process of impact are presented. The effects of Poisson's ratio, friction, plastic deformation and initial particle rotation on the bouncing behaviour are also discussed. In the presence of adhesion an elasto-plastic collision model, which is an extension to the JKR theory, is developed. Based on an energy balance equation the critical sticking velocity is obtained. For oblique collisions computer simulated results are used to establish a set of criteria determining whether or not the particle bounces off the target plate. For impact velocities above the critical sticking value, computer simulated results for the coefficients of restitution and rebound angles of the particle are presented. Computer simulations of fracture/fragmentation resulting from agglomerate-wall impact have also been performed, where two randomly generated agglomerates (one monodisperse, the other polydisperse), each consisting of 50 primary particles are used. The effects of impact angle, local structural arrangements close to the impact point, and plastic deformation at the contacts on agglomerate damage are examined. The simulated results show a significant difference in agglomerate strength between the two assemblies. The computer data also shows that agglomerate damage resulting from an oblique impact is determined by the normal velocity component rather than the impact speed.

A comparison of the leadership styles of the leaders at New World School of the Arts

The purpose of this study was to determine if the perceived leadership styles of the leaders at New World School of the Arts were different according to their roles in the organization. The study focused on the top leaders of the organization: the Provost who heads the college program, and the Principal who heads the high school program.^ The Leadership Practices Inventory (LPI) Self and Observer developed by Kouzes and Posner (1990) was used to examine and compare the perceived differences between the leaders and the programs. The LPI measures five practices of exemplary leadership. The LPI Self and Observer was administered to the leaders, administrative subordinates, and faculty. In addition to the LPI a Demographic Inventory was used to collect data about the respondents.^ This study used a causal-comparative design to determine if differences existed between the leaders at NWSA as perceived by the leaders themselves and their respective administrative subordinates and faculty. T tests were conducted on the mean differences between the five leadership practices measured by the LPI. All tests were declared significant if exceeding the 5% level $(p={<}.05).$^ Significant differences were found within the college program across all five practice areas. To a lesser degree, significant differences were found within the high school in three practice areas: Inspiring, Enabling, and Modeling. Three significant differences were found between the college and high school in two practice areas, Enabling and Encouraging.^ There is little consensus of opinion within the college regarding the operative leadership style. Within the high school there is substantial similarity of perception regarding the operative leadership style. There is substantial similarity of perception between the programs regarding the operative leadership style. ^

The effects of Chinese painting appreciation education on the artistic achievement of junior high school students in Taiwan

For the Chinese, fine art is one of the most important items in human life. The goals of fine arts education enhance the student so that s/he can make reasonable judgments about work, gain knowledge of color and understand the process of designing environmental layouts. Related technique and creativity training are offered students in accordance with individual differences and social expectations.^ Traditionally, Taiwan's junior high school fine art program teaches mainly painting technique. The Ministry of Education in Taiwan determines the curriculum of junior high school fine art education. The purpose of this study was to determine the effects of teaching Chinese painting appreciation on the artistic achievements of junior high school students in Taiwan. The subjects were seventh grade students who had never learned Chinese painting before. Two classes were randomly chosen from each target school and were designated as the experimental or control group. Instruction in all groups was delivered by the researcher himself. At the end of the study, data about subjects' related knowledge, creative technique, and feeling toward Chinese painting were systematically collected and analyzed.^ The result of the study was that students in the experimental group were more motivated to learn Chinese painting than were the students in the control group. Students in the experimental group made better progress in the development of creative skill, had better critical ability, and demonstrated better performance in Chinese painting form, set up, stroke and color of related knowledge than did students in the control group. It was therefore concluded that Chinese painting appreciation education can promote better artistic achievement and that this approach should be used in other areas of art education. ^

The 1992 BFA Graduating Class, Department of Visual Arts

Before writing this introductory piece, I spent some time viewing the Fourth Year Student Exhibition. It was a time-out in a busy adminstrative morning,and an important occasion for reflecting upon the visual arts program at Sir wilfred Grenfell College. The works in the gallery, some of which are reproduced on the following pages, are as varied as the individuals who made them. Yet the paintings, prints,sculptures and photographs provides a glimpse into the richness of the experienceof the past years for these students. The mix of techniques, colors, images and line suggest the breadth of experience and knowledge shared with these students by their professors. The Quality and force of the works signal the future contributions these graduates will make to our society and culture.

The 1993 BFA Graduating Class Department of Visual Arts

The Graduate students in the Visual Arts program have selected for inclusion in this cataloguepieces that symbolize the Acomplishments of the years of study and application. The images are the summary of a complex of learning experiences, both theoretical and applied. They reflect the critical processes of the studio, the Library, the environment and the traditional classroom; they are the results of dynamic and rigorous interaction between teachers and colleagues, peers and mentors, throughout this undergraduate experience.

The 1994 BFA Graduating Class Departmrnt of Visual Arts

I find it hard to believe that already we are graduating our third group of students. It seem like our department was founded only a few months ago. Time Flies! Over the years I've come to respect the energy,Principles, commitment, talent and diversity of my colleagues in visual arts. I have never worked with such an outstanding group of people, and I firmly believe we deliver a University experience second to none. Having said that, I also believe our success would be diminished were it not for the fact that we have had the priviledge of working with students who were equally outstanding. Newfoundlanders can be justly proud of the Sir wilfred Grenfell College graduates from the many communities throughout the province who will represent Newfoundland and Labrador admirably on regional, national and international levels in years to come. This years catalogue records part of the many accomplishments of the class of 1994. Once again it is evident that discovering, nuturing and developing individual expression yields artwork of substance and consequence. It also confirms our belief that students should independent, resourceful and creative problem-solvers with a firm belief in their own view-points and the wherewithall to express those viewpoints through personal visual expression.

The 1995 BFA Graduating Class Department of Visual Arts

As you consider this catalogue of works, reflect upon the variety of tasks- intellectual, emotional and technical- that have led to this visible record of ability and expression. the interdisciplinary rigors of the visual arts are present in these pages, and the breadth of the skill, ability, problem-solving and communication that have been developed and refined during the years of study are portrayed an in this presentation of accomplishment. The Graduates represented in the following pages will go on to a variety of careers-teaching, making art, starting businesses,or following any number of diverse paths that they have prepared during their undergraduate years. The work they have chosen to present here is merely a synopsis of the broad spectrum of skills and abilities they have gained during their years at grenfell college.