<p>It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it.</p><p>The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error.</p><p>Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.</p>

Habitat fragmentation during 50s of 20th century caused decrease in food resource availibility for many small mammalian forest species. Despite all of the changes, those species managed to adapt to it - one of the adaptation mechanics has been migrating into agricultural areas. The main aim of this study was to describe the spatial activity of Apodemus sylvaticus and Myodes glaerolus inside two forst patches and compare it. My next aim was evaluate the significance of agricultural areas nearby the researched forest patches. One part of this was even the comparison of different marking techniques used for rodents in field. Data describing movement activity of researched species were collected using capture-mark-recapture (CMR) As expected the data differ - Greater mobility was found in A. sylvaticus, the M. glaerolus preffered to stay inside patches with larger vegetation cover. The raids into surrounding patches differed even in those two researched forest sites. In site "Samota" A. sylvaticus showed greater movement distance, however in "Hejtman" it were M. glaerolus expressing greater movement ability. Theirs movement were directed inside clover field. Both species of Samota site ventured into patches with dense plant cover, perhaps to minimise the risk of predation. The best method of marking proved to be the clipping the rodents ears with tags. As the next more efficient I would choose the ear-clipping.

It is important to think about how to correct an essay and what the students should learn from it. My aim in this paper, is to look into what different researchers have said about feedback on written assignments and carry out a study of the kind of feedback that is actually used in secondary school today – and of what students and teachers think about it. The results show that underlining is the marking technique mostly used in the secondary school where I did my investigation. This technique was also mostly preferred amongst the students. Two teachers were interviewed and both said that they used underlining because experience has shown that this marking technique is the most effective one. Furthermore, the results from the essays differed when analyzing errors corrected with complete underlining, partial underlining, crossing out and giving the right answer. One marking technique got good results when dealing with one kind of error, and worse in others. My conclusion is that teachers need to vary their marking technique depending on the specific kind of error. Also, the results from a questionnaire showed that most of the students would like to get feedback on every written assignment. Not many of them said that they were already getting it, although this was what both teachers claimed. To conclude, there are many different ways to deal with marking and feedback. The key-word seems to be variation. As long as teachers vary their ways of dealing with marking and giving feedback, they will eventually find one or two that are most effective. Involving the students in this decision can also be a good idea, if they are interested.

Effective delineation and management of stream fish populations requires a thorough knowledge of dispersal patterns, because these patterns affect a number of other demographic rates such as population growth, reproduction, survival, and gene flow. Previous studies of stream fish dispersal patterns have generally established species- and stream-specific home ranges and movement rates, but have largely failed to account for the environmental variables that may cause these parameters to vary. Many fishes occupy a variety of streams across a broad spectrum of ecological conditions, and movement rates (and thus population dynamics) may respond to these environmental gradients. Furthermore, enhanced understanding of the ecological features that induce or impede dispersal will help guide future management of stream channels for population connectivity. To determine the instream features that influence the dispersal patterns of darters, I conducted a spatially intensive mark/recapture study of three darter species in the upper Roanoke River watershed. Logistic regression was used to relate observed inter-riffle movements to gradients in riffle and corridor attributes. During the first study period, habitat area loss and habitat spacing drove dispersal patterns. However, a model developed from these data transferred poorly to the second study period, in which density dependence was a more effective predictor of dispersal. Individual size did not seem to influence the probability of emigration, but did influence the distance traveled following emigration, particularly for the two more specialist species. This finding suggests a size-based dominance hierarchy for habitat selection and occupancy in darters. Predation threat had only a minor effect on the probability of traversing inhospitable corridors, but experimentally introduced structural cover significantly elevated dispersal rates through such corridors. Taken together, results of this study indicate that a complex array of ecological features interact to produce heterogeneity in dispersal rates across the stream landscape. Knowledge of these influences can be used to manage stream channels for dispersal permeability. In addition to field studies, laboratory studies were undertaken to determine the efficacy of visible implant elastomer (VIE) and injectable photonic dye (IPD) for marking darters. No previous studies have rigorously evaluated these marks in darters, and comparisons of the two technologies in any taxa are few. Results of the laboratory study indicated that VIE is preferable to IPD for marking darters, particularly when mark longevity greater than 80 days is desired. Individuals marked with VIE exhibited higher survival and mark retention rates than did individuals marked with IPD. Additionally, VIE mark retention was more consistent across body locations. Retention of both marking technologies was biased by color. My study indicates that the results of tagging efficiency studies are not applicable across taxa, and that pilot studies are necessary prior to field use of marks in previously untested species. / Master of Science