The ontogeny of migration routines used by wild birds remains unresolved. Here we investigated the migratory orientation of juvenile lesser spotted eagles (LSE; Clanga pomarina) based on translocation and satellite tracking. Between 2004 and 2016, 85 second-hatched juveniles (Abels) were reared in captivity for release into the declining German population, including 50 birds that were translocated 940 km from Latvia. In 2009, we tracked 12 translocated juveniles, as well as eight native juveniles and nine native adults, to determine how inexperienced birds come to use strategic migration routes. Native juveniles departed around the same time as the adults and six of eight used the eastern flyway around the Mediterranean, which was used by all adults. In contrast, translocated juveniles departed on average 6 days before native LSEs, and five travelled southward and died in the central Mediterranean region. Consequently, fewer translocated juveniles (4/12) than native juveniles (7/8) reached Africa. We conclude that juvenile LSEs have a much better chance of learning the strategic southeastern flyway if they leave at an appropriate time to connect with experienced elders upon departure. It is not clear why translocated juveniles departed so early. Regardless, by the end of the year, most juveniles had perished, whether they were translocated (10/12) or not (6/8). The small number of surviving translocated juveniles thus still represents a significant increase in the annual productivity of the German LSE population in 2009.

The paper discusses the question of how genetic encoding can be taught in order to introduce encoding strategies of text genesis to less technologically adept scholars. The TEI Guidelines have oered ways to encode manuscript genetics for almost a decade (chapter 11.7). However, this topic is considered to be relatively advanced, and is rarely covered in introductory courses or teaching materials. The paper is based on two encoding workshops at the University of Vienna in dierent settings. Participants produced a dossier génétique (genetic dossier) in a collaborative writing process. They had at their disposal several writing tools (pens, typewriters) and dierent kinds of paper, in order to produce a text with several layers, while the whole process was recorded on video. The products were then digitized, and each group got digital copies of a dierent one. Participants analyzed the specic phenomena of the primary sources, such as additions,

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