Relevant bibliographies by topics / Critical reading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Critical reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Critical reading"

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Isaacs, P. "Critical reading." British Dental Journal 202, no. 11 (June 2007): 643. http://dx.doi.org/10.1038/bdj.2007.482.

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Floros, Georgios. "Critical Reading." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 3, no. 2 (October 1, 2005): 59–84. http://dx.doi.org/10.1075/forum.3.2.04flo.

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JONES, ROGER. "Critical Reading." Family Practice 8, no. 1 (1991): 1–2. http://dx.doi.org/10.1093/fampra/8.1.1.

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Zigo, Diane, and Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading." English Journal 94, no. 2 (November 2004): 85. http://dx.doi.org/10.2307/4128779.

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Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (January 30, 2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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Royani, Ida, and Heni Arwida. "Critical Reading for Self-Critical Writing." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 2 (December 20, 2021): 1252. http://dx.doi.org/10.36418/syntax-literate.v6i2.5111.

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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly, it has been revealed that students’ critical reading strategies mostly established are making connections, contextualizing and making applications and identifying problems and creating annotations. Students were rarely to challenge author’s assumptions, translate ideas into visuals and evaluate arguments. Secondly, their reading activity also reflected their critical reading, in other words, students state their purpose of writing, define key terms, and manage references on their work. Based on this, it can be figured out that students’ critical writing were relied on superficial argument development and format-based writing which performed a shallow writing.
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Palmer, Trudy Christine, Henry Louis Gates Jr., Melissa Walker, and Houston A. Baker Jr. "Reading Black, Reading Feminist: A Critical Anthology." American Literature 65, no. 4 (December 1993): 818. http://dx.doi.org/10.2307/2927327.

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Nam-Hee Kim. "‘Distancing’ of Literary Reading and Critical Reading." KOREAN EDUCATION ll, no. 116 (September 2018): 7–30. http://dx.doi.org/10.15734/koed..116.201809.7.

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Pimenta, Sônia Maria De Oliveira. "Recent trends in critical reading methodology." Estudos Germânicos 8, no. 2 (December 31, 1987): 32. http://dx.doi.org/10.17851/0101-837x.8.2.32-39.

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This paper makes a survey of recent approaches in critical reading methodology. I start with the discussion of the role of the language teacher and his responsibility as an educator; he must lead students to a critical evaluation of texts, that is, to acquire a critical sense. The present situation of Brazilian schools does not encourage students to read critically. However, important contributions have tried to deal with the problem. Consequently, in this article I review part of the current literature which deals with the teaching of critical reading. The survey contains theoretical issues as well as pedagogical suggestions which give evidence to the need for critical education and thus critical reading. O presente trabalho faz uma resenha dos enfoques recentes em metodologia do ensino de leitura critica. Começo com a discussão sobre o papel do professor de língua e sua responsabilidade como educador; ele deve levar os alunos a uma avaliação critica de textos, quer dizer, a adquirir um senso critico. A situação atual das escolas brasileiras não incentiva os alunos a lerem criticamente. Contudo, contribuições importantes têm aparecido para tentar sanar o problema. Conseqüentemente, neste artigo eu considero parte da literatura existente sobre o assunto, ensino de leitura critica. A resenha contém questões teóricas assim como sugestões pedagógicas que evidenciam a necessidade de uma educação critica e por tanto de uma leitura critica.
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Torjesen, Karen Jo. "Origen, A Critical Reading." Ancient Philosophy 11, no. 1 (1991): 209–10. http://dx.doi.org/10.5840/ancientphil199111157.

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Dissertations / Theses on the topic "Critical reading"

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Andrade, Ângela Maria Tremarin de. "Critical reading in L2." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/95605.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011
Made available in DSpace on 2012-10-26T03:51:12Z (GMT). No. of bitstreams: 1 297114.pdf: 991464 bytes, checksum: f57061cb6ff413908553c724d6c19d92 (MD5)
This study described teachers' and students' perspectives about critical reading. One hundred and thirty-three participants from two different contexts, high school and university, answered a questionnaire based on closed and open-ended questions, in order to better evaluate similarities and differences related to specific reading situations and to analyze individual reading experiences. Results have shown that although not all of the students considered themselves critical readers, they are aware of the concept and its importance. Teachers had similar points of view to those of students, and showed their concern in relation to finding ways to teach students to read critically the discourses embedded in texts. Based on these results, it is possible to understand the importance of teachers# and students' point of view about critical reading, specially from two different contexts (high school and university), due to the fact that analyzing their experiences of working with critical reading inside and outside classrooms may contribute with new ideas to the area of reading research, in the same way that these new ideas may improve teachers' and students' practice.
Este estudo teve como objetivo descrever as perspectivas de professores e alunos sobre leitura crítica. Cento e trinta e três participantes de dois contextos diferentes, ensino médio e universidade, responderam questionários baseados em questões de múltipla escolha e descritivas, com o intuito de melhor avaliar semelhanças e diferenças relacionadas à situações de leitura específicas e analisar experiências individuais de leitura. Os resultados mostraram que embora nem todos os alunos se considerem leitores críticos, eles estão cientes deste conceito e de sua importância. Os professores tiveram pontos de vista similares aos dos alunos e mostraram sua preocupação em encontrar maneiras de ensinar os alunos a ler criticamente os discursos inseridos nos textos. Baseandose nestes resultados, é possível entender a importância do ponto de vista dos professores e dos alunos sobre leitura crítica, especialmente de dois contextos diferentes (ensino médio e universidade), devido ao fato de que analisar as experiências de trabalho com leitura crítica dentro e fora de sala de aula pode contribuir com novas ideias para a pesquisa na área de leitura, da mesma forma que essas novas ideias podem melhorar a prática dos professores e dos alunos.
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Menezes, Vera Lucia de Oliveira. "Reading ads with critical eyes." Universidade Federal de Minas Gerais, 1987. http://hdl.handle.net/1843/BUBD-9D7GNR.

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The aim of this work is to show the importance of the study of advertising language in the classroom as a contribution to the formation of critical readers. Emphasis is put on the persuasive aspects of advertisements, the manipulation of human needs, the underlying ideology and the written and iconic devices used to influence consumers. Some suggestions of pedagogical activities are provided in order to show how the theory discussed can be translated into practical exercises.
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Balikci, Gozde. "Taking A Critical Step On The Way To Critical Reading: Investigation Into Critical Reading Discourse Of Freshman Fle Students In An Advanced Reading And Writing Course." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614457/index.pdf.

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This case study is conducted in order to observe and investigate the critical reading discourse of twenty seven freshman pre service teachers of English at the department of foreign language teaching at METU. In addition, it attempts to answer the question how the critical reading discourse of the students&rsquo
are shaped through feedback, instruction and time. The extensive data (both written and audio-visual data) is collected in the Advanced Reading and Writing I and II courses which are offered to the first year students at the FLE department. The results of the analysis of the data indicate that the critical reading discourse of the freshman pre-service teachers of English at METU involves interpretive, evaluative and responsive discourse. Evaluative discourse is found to be limited in students&rsquo
written work and discussions when compared to interpretive and responsive discourse. The students also usually tend to evaluate the content of the texts rather than form of them. It is also found that instruction on academic writing foster critical thinking but it is not sufficient to encourage critical reading.
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Paul, Mary. "Reading readings: some current critical debates about New Zealand literature and culture." Thesis, University of Auckland, 1995. http://hdl.handle.net/2292/1974.

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This thesis examines contemporary interpretations of a selection of important texts written by New Zealand women between 1910 and 1940, and also a film and film script written more recently (which are considered as re-readings of a novel by Mander). The thesis argues that, though reading or meaning-making is always an activity of construction there will, at any given moment, always be reasons for preferring one way of reading over another-a reading most appropriate to a situation or circumstances. This study is motivated by a desire to understand how literary criticism has changed in recent years, particularly under the influence of feminism, and how a reader today can make a choice among competing methods of interpretation. Comparisons are drawn between various possible readings of the texts in order to classify methods of reading, particularly nationalist and feminist reading strategies. The over-all tendency of the argument is to propose a more self-critical and self-conscious approach to reading, and to develop a materialist and historical approach which I see as particularly important to the New Zealand context in the 1990s.
Thesis is now published as a book. Paul M. (1999) Her Side of the Story: readings of Mander, Mansfield and Hyde. Dunedin: Otago University Press. http://www.otago.ac.nz/press/ for more information.
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Braga, Denise Bertoli. "Critical reading : a socio-cognitive approach to selective focus in reading." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018449/.

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This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.
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Farley, Lisa. "Reading critical multiculturalism as an ethical discourse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ59169.pdf.

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Mowat, Jennifer M. "Marie Clay's Reading recovery : a critical review." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/MQ41749.pdf.

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Holden, James. "Intersections : reading science fiction and critical thought." Thesis, Loughborough University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445655.

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Vincent, Hannah. "Weaning as a creative and critical reading." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81976/.

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My research identifies an emerging trend among writers working on the borders of fiction and non-fiction for novels that function as aesthetic autobiographies. These works articulate ways in which the lived experience of the writer intersects with the artistic expression of these experiences. I examine novels by Rachel Cusk, Elena Ferrante, Sheila Heti, Jhumpa Lahiri and Deborah Levy as well as non-fiction texts by these authors. I argue that works by these women writers form a conversation of the kind Helene Cixous urges in her essay 'The Laugh of the Medusa' and I view the resulting work as a female countercanon. Further, I argue that these works constitute a canon of motherhood, to which my own novel The Weaning might belong. As a way of furthering my understanding of my own creative practice I consider the exchange that occurs between writer and proxy, writer and text, writer and reader, reader and text as a process of literary weaning.
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Sa-Correia, Maria Jose Cardoso Monteiro. "A critical approach to EFL reading : reading for change in Portuguese secondary schools." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020198/.

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Books on the topic "Critical reading"

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McCart, William F. Critical reading. Cambridge, Mass: Educators Pub. Service, 1994.

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Barnes, Donald L. Reading & critical thinking. New York: Educational Design, Inc, 1990.

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Spears, Deanne Milan. Developing critical reading skills. 5th ed. Boston: McGraw-Hill College, 1999.

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Spears, Deanne Milan. Developing critical reading skills. 7th ed. Boston: McGraw-Hill, 2006.

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Publishing, Kaplan. SAT critical reading workbook. New York, New York: Kaplan Publishing, 2014.

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Tripolitis, Antonia. Origen: A critical reading. New York: P. Lang, 1985.

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Spears, Deanne Milan. Developing critical reading skills. 8th ed. Boston: McGraw-Hill, 2008.

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Barnwell, Thomas. Introduction to critical reading. Fort Worth, TX: Holt, Rinehart, and Winston, 1990.

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Handbook for critical reading. Fort Worth: Harcourt Brace College Publishers, 1997.

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Spears, Deanne Milan. Developing critical reading skills. 6th ed. Boston: McGraw-Hill, 2003.

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Book chapters on the topic "Critical reading"

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Green, Bill. "Reading ‘readingS’." In Towards a Critical Sociology of Reading Pedagogy, 211. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.14gre.

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DiYanni, Robert. "Reading Responsively, Reading Responsibly." In Critical Reading Across the Curriculum, 1–23. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119154907.ch1.

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Learmonth, Mark, and Kevin Morrell. "Further Reading." In Critical Perspectives on Leadership, 140–50. New York, NY : Routledge, 2019. |Series: Routledge studies in leadership research: Routledge, 2019. http://dx.doi.org/10.4324/9781315105994-12.

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Demetriou, Paul. "Critical reading, critical writing and critical thinking." In Teaching Adult Learners with Dyslexia and English as an Additional Language, 42–68. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003181583-3.

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Wallace, Catherine. "Critical Discourse Analysis and Critical Reading." In Critical Reading in Language Education, 26–48. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230514447_3.

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Koltaj, Bojan. "Conclusion: Radical Critical Theology." In Žižek Reading Bonhoeffer, 153–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26094-1_4.

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Williams, Kate. "A strategic approach to reading." In Getting Critical, 38–43. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40252-3_8.

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Williams, Kate. "A critical record of reading." In Getting Critical, 44–51. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-40252-3_9.

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 85–104. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_6.

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 73–87. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_6.

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Conference papers on the topic "Critical reading"

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Bardzell, Jeffrey, Shaowen Bardzell, and Erik Stolterman. "Reading critical designs." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556288.2557137.

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"Study on Application of Reading Skills in Critical Reading Teaching." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.049.

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Belova, Ekaterina. "Reading And Writing For Critical Thinking." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.22.

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Janjua, Fauzia. "Expressions of Appraisal and Critical Reading." In 11th International Conference on Humanities, Psychology and Social Sciences. Acavent, 2020. http://dx.doi.org/10.33422/11th.hpsconf.2020.12.96.

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Sundström Sjödin, Elin. "Reading Literature in a "Critical Space"." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570739.

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Shen, Li-xia. "Critical Thinking Instruction in English Reading Situation." In 2016 International Conference on Education, Management Science and Economics. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.65.

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Kaushik, Divyansh, and Zachary C. Lipton. "How Much Reading Does Reading Comprehension Require? A Critical Investigation of Popular Benchmarks." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1546.

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Hariyati, N., and A. Ahmadi. "Effectiveness Learning of Critical Reading Using Susiso Model." In 2nd Workshop on Language, Literature and Society for Education. EAI, 2019. http://dx.doi.org/10.4108/eai.21-12-2018.2282657.

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He, Lan. "Cultivating Critical Thinking through an English Reading Contest." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.39.

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Dalton, David F. "Critical reading-an evaluation of a teaching approach." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350833.

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Reports on the topic "Critical reading"

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Melnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.

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The article analyzes the media discourse around the figure of Oriana Fallachi and her journalistic work during 2017-2020. The actual media image of the figure of Fallachi is highlighted, examples of positive and negative statements are given. It is substantiated why her journalism should be researched in various ways, taking into account other aspects of her work that are not related to Islamophobia. The subject of the study is critical texts in modern foreign media dedicated to the author’s work. The objective of the study is to outline the media discourse around the figure of Oriana Fallaci and her journalism during 2017-2020. The methodology. The following methods have been used in the process of scientific research: historical, comparative, systems analysis, content synthesis, and others. The main results. In total, we have analyzed eight materials in foreign publications, published over the past 3 years, as well as the two most famous biographies of Oriana Fallaci. Some of the most recent reviewed texts have been published in the last few months, reflecting the interest in the author’s journalism, her writing, and reporting. Therefore, we see the need for further tracking and analysis of this body of texts. Conclusions. Critics of Fallaci express polar views that are not all negative. Authors re­commend quite cautiously her texts for reading, emphasizing their positive aspects. Both Fallaci’s biographies are also not entirely complementary: some aspects of her work are glorified, others are condemned. We managed to find general tendencies in the criticism of Oriana Fallaci’s journalism. These include accusations of xenophobia and Islamophobia, uncompromisingness, lack of political correctness, and moral value. The authors emphasize, at the same time, the openness and directness that bribe the reader, patriotism and honesty, strength of spirit and firmness of position. Significance of the research. The analysis of the latest criticism reveals what kind of media image Fallachi’s figure has today, and gives the possibility to research it for demonization and one-sided coverage. This is important not only for thorough research of the author’s work but also for understanding how the modern world perceives journalism, which is contrary to the generally accepted principles of political correctness, journalistic ethics, and humanity.
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Moreno-Castro, C., and M. Crespo. IBERIFIER Reports: The Impact of Disinformation on the Media Industry in Spain and Portugal. Servicio de Publicaciones de la Universidad de Navarra, 2023. http://dx.doi.org/10.15581/026.001.

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Disinformation, the deliberate spread of false or misleading information, has become an increasingly pressing issue in today’s society. The media industry, which plays a critical role in providing reliable and accurate information to the public, has been significantly impacted by the rise of disinformation. This IBERIFIER Report provides an analysis of the effects of disinformation on the media industry and the challenges it poses for journalists, media organizations, and the public. It highlights the erosion of public trust in the media, the need for journalists to verify information more rigorously, and the creation of a market for sensationalist and biased news. The researchers from IBERIFIER surveyed the Spanish and Portuguese population to analyze their response to disinformation and misinformation, their trust in media outlets, and their perception of media verification procedures. Data shows that both countries had high trust in health institutions, and both achieved high rates of complete vaccination among all population groups, especially the elderly and most vulnerable. Respondents from both countries trusted researchers, scientists, and experts the most, followed by journalists and doctors. However, respondents in Spain were skeptical about media paywalls and whether they prevented the dissemination of fake news. In Portugal, respondents showed a higher concern for disinformation in politics than among family members, colleagues, or friends. The survey analysis in Spain showed that gender influenced the loss of trust in media outlets that publish fake news, while the degree of trust in the media depended on the political party they voted for in the last elections. Media editors in both countries confirmed the importance of verification procedures, although there were differences in their approach. The report also suggests several solutions to combat disinformation, such as investing in media literacy programs, regulating online sources of disinformation, and promoting transparency and accuracy in reporting. By reading the report, policymakers, media organizations, and the general public can gain a better understanding of the effects of disinformation on the media industry in Spain and Portugal and the steps that can be taken to address this growing problem.
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Israel, Alvaro, and John Merrill. Production of Seed Stocks for Sustainable Tank Cultivation of the Red Edible Seaweed Porphyra. United States Department of Agriculture, 2006. http://dx.doi.org/10.32747/2006.7696527.bard.

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Porphyra species (commonly known as ‘nori’ or ‘purple laver’) are edible red seaweeds rich in proteins, vitamins and other highly valued biogenic compounds. For years Porphyra has been cultured using seeded nets extended in the open sea, and its biomass consumed primarily in the Far East. While demands for international markets have increased steadily at an average of 20% per year, supplies are on the verge and not expected to meet future demands. Alternatively, land-based cultivation of seaweed has become attractive in the mariculture industry since (1) important growth parameters can be controlled, (2) is environmentally friendly and (3) perfectly matches with integrated aquaculture leading to sustainable, high quality products. During the last few years a tank cultivation technology for Porphyra has been developed at the Israeli institution. This technology is based on indoor production of asexual spores and their subsequent growth to 1-2 mm seedlings. The seedlings are then transferred to outdoor tanks and ponds when seawater temperatures drop to 20 °C, or below, and days become shorter during winter time. However, the current technology efficiently serves only about 100 m2 of ponds during one growth season. In order to produce seedlings in sufficient amounts, it is critical to address both technical and biological aspects of seedling production, securing optimal up-scale to commercial-size cultivation farms. We hypothesize that massive production of spores is related to thalli origin, thalli age and sporulation triggers, and that seedling survival and their subsequent growth potential is determined by the seawater quality and overall indoor growth conditions imposed. A series of bio-reactors were constructed and tested in which spore release and spore growth were separately studied. The main assessment criteria for optimal viability of the seedlings will be by determining their electron transport rate using PAM fluorometry and by subsequent growth and biomass yields in outdoor ponds. Altogether the project showed (1), controlled sporulation is possible in big outdoor/growth chamber settings provided initial stock material (small frozen seedlings) is at hand, (2), contamination problems can be almost completely avoided if stock material is properly handled (clean as possible and partially dehydrated prior to freezing), (3), spore release can significantly be enhance using high nutrient levels during thawing for P. yezoensis and P. haitanensis, but not for P. rosengurttii, (4), PAM fluorometry is an efficient tool to estimate growth capacity in both seedlings and juvenile thalli. The BARD funding also served to explore other aspects of Porphyra biology and cultivation. For example, the taxonomical status of Porphyra strains used in this study was defined (see appendix), and the potential use of this seaweed in bioremediation was well substantiated. In addition, BARD funding supported a number of opportunities and activities in the Israeli lab, direct or indirectly related to the initial objectives of the project such as: additional molecular work in other seaweeds, description of at least 2 new species for the Israeli Mediterranean, and continuous support for the writing of a book on Global Change and applied aspects of seaweeds. The technology for Porphyra cultivation in land-based ponds is readily available. This study corroborated previous know-how of Porphyra growth in tanks and ponds, and yet offers important improvements regarding seedling production and their handling for successful cultivation. This study supported various other activities opening additional important issues in the biology/cultivation/use of Porphyra and other seaweeds.
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