\u3ci\u3eTypocerus Deceptus\u3c/i\u3e in Southern Illinois (Coleoptera: Cerambycidae)

The lepturine cerambycid Typocerus deceptus is reported from southern Illinois for the first time. It was collected in association with T. v. velutinus near, or in oak- hickory forest stands on Hydrangea arborescens, a new host plant record

Odonata at a Small Woodland Pond in Southern Illinois

A survey of the adult odonate fauna of a small woodland pond in Pope County, Illinois, was conducted during 1983--·1984. Twenty-four species were collected including Aeshna mutata and Anax longipes. In addition, Libellula vibrans was collected in 1982, and Aeshna sp. (probably u. umbrosa) observed the same year but not collected

A Comparative Study of Slide Technique for the Trombone

Professional trombonists and teachers of the instrument do not agree on the various aspects of slide technique. The purpose of this paper is to compare slide techniques for the trombone. Therefore, basic concepts of holding the instrument will be examined, as well as concepts about the manipulation of the slide

Changing assessment practice in engineering: how can understanding lecturer perspectives help?

Assessment in engineering disciplines is typically oriented to demonstrating competence in specific tasks. Even where assessments are intended to have a formative component, little priority may be given to feedback. Engineering departments are often criticized, by their students and by external quality reviewers, for paying insufficient attention to formative assessment. The e3an project set out to build a question bank of peer-reviewed questions for use within electrical and electronic engineering. As a part of this process, a number of engineers from disparate institutions were required to work together in teams, designing a range of assessments for their subject specialisms. The project team observed that lecturers were especially keen to develop formative assessment but that their understanding of what might be required varied considerably. This paper describes the various ways in which the processes of the project have engaged lecturers in actively identifying and developing their conceptions of teaching, learning and assessment in their subject. It reports on an interview study that was conducted with a selection of participants. It is concluded that lecturers' reflections on and understanding of assessment are closely related to the nature of the subject domain and that it is essential when attempting to improve assessment practice to start from the perspective of lecturers in the discipline