Готові списки джерел за темами / Books and reading

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Добірка наукової літератури з теми "Books and reading"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 30 липня 2024

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Статті в журналах з теми "Books and reading"

1

M.Graff, Jennifer. "Reading, Readin’, and Skimming: Preadolescent Girls Navigate the Sociocultural Landscapes of Books and Reading." Language Arts 87, no. 3 (January 1, 2010): 177–87. http://dx.doi.org/10.58680/la201029425.

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This article shares the voices of preadolescent girls as they participated in an eight-month book selection study which enabled them to be active agents in their book and reading experiences.; The girls, school-identified as struggling readers and self-identified as resistant readers, complicate current notions of reading, as influenced by education policy, and trouble the potential tendencies of educators to equate books with reading.; For these girls, books and reading converged and diverged within various sociocultural spheres and ultimately served as conduits for academic success and social power as well as literary entryways into particular peer communities.“ The girls” words and actions reveal the social and economic currency of particular books within larger communities and remind educators that the social stories may be more valuable or more worthy of “readingâ” than the literal story within the bounded pages of books.
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Bădulescu, Dana, and Dan Cristea. "Reading Books Differently." Knygotyra 70 (July 5, 2018): 41–56. http://dx.doi.org/10.15388/knygotyra.2018.70.11807.

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[full article, abstract in English; abstract in Lithuanian] Starting from the premise that the book is a world in itself, which sometimes invades reality, that the “reality” of the city is “literaturized” in the sense given to it by Bertrand Westphal, and so the city is a book, we present a technology intended to complement electronic reading with contextual information. Automatic language processes working on the original text adorn it with electronic artefacts that highlight mentions of entities and relations between them, thus revealing semantic links within the text and outside it, towards web pages and maps, or helping readers initiate and access communities of people preoccupied with sharing readings. The first instantiation of the “Mapping Books” system allows the reader using a tablet or another mobile device to navigate outside the book, pertaining to the geographical entities that the book contains. “Mapping Books” pushes the interactivity with the book content well beyond the usual hypertext links: a mapped book can contextualise instantaneous positions of the user while reading, as well as her/his personality and cultural preferences. Although rooted in a given, constant text, once associated with a specific reader, the book is personalised to enhance reading satisfaction and maximise guiding. The actual effects of such a technology remain to be studied.
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3

Mirza, Nouman. "The Sciences of the Qur’an Readings According to Al-Dhahabi through His Mention of Issues and Benefits in the Biographies of the Qur’an Reciters A Comparative Applied Study." Journal of Umm Al-Qura University for Sharia'h Sciences and Islamic Studies, no. 95 (December 19, 2023): 1–20. http://dx.doi.org/10.54940/si41780961.

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I meant to highlight examples of issues in the sciences of Qur'anic readings and their benefits found in the biographies of Qur'anic readers in Al-Dhahabi's -(died 748 AH)- biographies books, especially his book: (Quranic Biographies Readers). The most important research objectives are to highlight the aspects of the science of Quranic recitations from Al-Dhahabi's book (Quranic Biographies Readers), refer to his efforts, show the book's importance, and compare it with similar books. Following the descriptive methods, I described the aspects of the science of Quranic recitations from Al-Dhahabi's biographies books of readers and compared them with similar books. The essential results are Al-Dhahabi's position in Quran readings, the position of his books, and highlighting the manifestations of his interest in the science of Quran readings. The most important recommendations: Highlight the essential manifestations of the sciences of Quran reading from various biographies and books and show the efforts of their authors.
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Liddicoat, Anthony. "Reading picture books on television." Australian Review of Applied Linguistics 14, no. 1 (January 1, 1991): 91–111. http://dx.doi.org/10.1075/aral.14.1.05lid.

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Abstract Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.
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Sattar Chaudhry, Abdus. "Student response to e-books: study of attitude toward reading among elementary school children in Kuwait." Electronic Library 32, no. 4 (July 29, 2014): 458–72. http://dx.doi.org/10.1108/el-04-2012-0041.

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Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.
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Blair, Amy L. "Reading Matter." American Literary History 32, no. 2 (2020): 365–73. http://dx.doi.org/10.1093/alh/ajaa011.

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Abstract Three new studies of the history of reading, literacy, and publishing bring together reception studies and book history to offer a nuanced and multifaceted look at the varieties of reading culture in the US during the nineteenth century. This essay offers an overview of the current state of nineteenth-century reception studies and book history, and discusses A Literate South: Reading Before Emancipation (2019) by Beth Barton Schweiger; Colonial Revivals: The Nineteenth-Century Lives of Early American Books (2018) by Lindsay DiCuirci; and Books for Idle Hours: Nineteenth-Century Publishing and the Rise of Summer Reading (2019) by Donna Harrington-Lueker.
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Vuong, Quan-Hoang, Minh-Hoang Nguyen, and Tam-Tri Le. "Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students." European Journal of Investigation in Health, Psychology and Education 11, no. 2 (June 1, 2021): 468–95. http://dx.doi.org/10.3390/ejihpe11020034.

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Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions.
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8

Solonenko, Vladimir K. "Programs about Books and Reading in Central Television." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 4 (November 6, 2020): 387–97. http://dx.doi.org/10.25281/0869-608x-2020-69-4-387-397.

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For a long time, various programs about books and reading appeared on TV and then disappeared. They were lost in the TV broadcasting and programs among other programs, cinema films and TV movies. And when programs were closed, they were quickly forgotten. The purpose of this article is to reveal all such TV programs. The author studied the period of more than 50 years. The article gives the names of TV shows about books and reading, belonging to certain channels, and the time of airing. As possible, the author discloses their intent, concepts, content and the names of TV presenters. The sources for the article were weekly bulletins about TV programs, and in the last 30 years — also articles, notes, interviews in professional and general periodicals.In Soviet times, there were TV programs “In the world of books”, “Bookshop”, “Reading circle”. In 1978—1979, the TV presenter of the “Reading circle” was N.M. Sikorsky, then Director of the V.I. Lenin State Library of the USSR. In post-Soviet Russia, there got more broadcasts of that kind. These were both educational programs (“Book yard”, “Graphoman”, “Exlibris”, “Book storehouse”) and numerous commercial ones (“Bookstore”, “Home library”, “Bibliomania”, “World of books with Leonid Kuravlev”, “Book news”, “Book world”). The author gives more details are tells about the program “Graphoman”, which was invented and presented by A.N. Shatalov, the poet, critic and publisher. The program originated in 1994 and was broadcast on various channels for more than 10 years. Programs of the recent years are “Book for breakfast”, “Various Readings”, “Words order”, “Figure of speech”, “Pro-Reading”, “Book measurement”, “What to read?”. For over half a century, television actively supported the initiators and creators of various programs that promoted books and reading. This activity has slightly declined in recent years. But viewers continue to learn from the TV screen about new books and watch events in the book industry.
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Caesar, Terry. "Traveling through Reading." Hawliyat 13 (November 4, 2018): 69–72. http://dx.doi.org/10.31377/haw.v13i0.209.

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What does the presence of books in travel books reveal about both reading as well as traveling? From the evidence of Larry McMurtry 's recent short account of South Sea travel, Paradise, books do not so much accompany travel as threaten to supplant it. We can read a book anytime. We can presumably see the Marquises Islands only one time in our lives. And yet the real paradise may be the utter freedom to read that the trip releases rather than the trip itself.
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Lee, Jang Suk, and Dong Kyoo Sung. "An Empirical Study on Reading Behavior of University Students : Focusing on the Socio-Psychological Characteristics of Generation Z." Korean Publishing Science Society 111 (June 30, 2023): 111–34. http://dx.doi.org/10.21732/skps.2023.111.111.

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The purpose of this study is to propose a publication marketing strategy by empirically identifying the difference in reading motivation, reading genre, information medium for book purchase, and reading amount by medium according to MBTI type as a socio-psychological characteristic of Generation Z. To this end, university students representing Generation Z were selected as research subjects, an online survey was conducted, and a total of 183 responses were analyzed. Analysis results, reading motivation(pursuit of information and knowledge, pursuit of fun, emotional cultivation, self-realization and self-development, habit, use of leisure time, SNS reading certification, influencer recommendation), reading genre(education books, liberal arts books, practical books, academic books), information media for book purchase (TV, newspaper, book magazine, Internet, YouTube and SNS contents, reading community or publisher homepage, book review, reading campaign and bookstore visit), MBTI in paper book reading volume by media found a difference. The significance of this study is to provide theoretical and practical implications by presenting the role of MBTI in understanding the reading behavior of Generation Z.
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Дисертації з теми "Books and reading"

1

Moore, Tara. "Victorian Christmas books a seasonal reading phenomenon /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.59 Mb., 194 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221087.

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2

Dai, Lianbin. "Books, reading, and knowledge in Ming China." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5800e2b8-024b-415f-ae6a-3793efd3b955.

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The art of reading and its application to knowledge acquisition and innovation by elites have been largely neglected by historians of print culture and reading in late imperial China (1368-1911). Unlike most studies, which are concerned more with the implied reader and individual reading experience, the present study assumes that the actual reader and the social, cultural and epistemic dimensions of reading practices are the central issues of a history of reading in China. That is, while the art of reading was internalized by the individual, his learning and application of it had social, cultural and epistemic features. At a time when secular reading practices in Renaissance England were informed by Erasmian principles, Ming literati, regardless of their different philosophical stances, were being trained in an art of reading proposed by Zhu Xi (1130-1200), whose Neo-Confucian philosophy had been esteemed as orthodox since the fourteenth century. Transformations and challenges in interpreting and applying his art did not hinder its general reception among elite readers. Its common employment determined the practitioner’s epistemic frame and manner of knowledge innovation. My dissertation consists of five chapters bracketed with an introduction and conclusion. Chapter One discusses Zhu’s theory of reading and the implied pattern of acquiring and innovating knowledge, based on a careful reading of his writings and conversations. Chapter Two describes the transmission of Zhu’s theory from the thirteenth to the seventeenth centuries. During its transmission, Zhu’s art was reedited, rephrased, and even readapted by both government agencies and individual authors with different intentions and agendas. Chapter Three focuses on the reception of Zhu’s theory of reading by 1500 and argues that the moral end of reading eventually triumphed over the intellectual one in early Ming Confucian philosophy. Chapter Four explores the affinity of Ming philosophers of mind with Zhu’s theory in their reading concepts and practices from 1500 to the mid-seventeenth century. Despite their attempts to separate themselves intellectually from the Song tradition, Ming philosophers of mind followed Zhu’s rules for reading in their intellectual practices. Chapter Five outlines the reading habits and knowledge landscape based on a statistical survey of extant Ming imprints. Despite some deviations, the Ming reading habits and knowledge framework largely accorded with Zhu’s theory and its Ming adaptations. The continuity of reading habits from Zhu’s time to the seventeenth century, I conclude, inspires us to rethink the Ming apostasy from the Song tradition. The particularity of scholarly knowledge acquisition and innovation in Ming-Qing China by the eighteenth century was not invented by Ming-Qing scholars but anticipated by Zhu through his theory of reading. With respect to late imperial China, the history of reading, together with the history of knowledge, is yet to be fruitfully explored. With this dissertation, I hope to be able to make a contribution to the understanding of the East Asian orthodox habit of reading as represented by Zhu’s admirers. By placing my investigation in the context of the history of knowledge, I also hope to contribute to the understanding of the relationship of reading to the way that knowledge evolved in traditional China. Intellectual historians tended to consider the Ming Confucian tradition as having broken off from the Cheng-Zhu tradition, but at least in reading habits and practices Ming elite readers perpetuated Zhu’s theory of reading and the knowledge framework it implied.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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4

Sheah, Julie. "Reading Dreams| Representation of Dreams Through Artists' Books." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591082.

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Within pages and spreads, a reader can sometimes experience someone’s stream of consciousness. The book’s narrative, images, prose, and other components can break free from the parameters of a conventional book, unbound by the rules of formatting styles, grammar, and narrative. An artists’ book is free to be confusing, delightful, and horrifying. When creating an artists’ book to represent a dream, the difficulty of solidly recounting images and events that existed only in my mind creates a barrier between the reader and me. This barrier makes me feel inarticulate and ineffectual in that one of my main objectives as an artist is to coherently express an idea. While no medium possesses the capacity to fully transmit a dream, the artists’ book is one of the most comprehensive, artistic representations of a dream, and the parallels between experiencing a dream and experiencing a book allow for the terms “artist” and “dreamer” to shift interchangeably.

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MEDEIROS, SIBELLE CARVALHO DE. "POCKET BOOKS: DESIGN PROJECT AS READING MEDIATING AGENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26077@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem por objetivo entender as visões projetuais que acompa-nham os livros de bolso pertencentes ao gênero de literatura infanto-juvenil no cenário nacional. Interessa-nos contribuir com a compreensão acerca de quais são as visões projetuais aplicadas aos livros de bolso e de como o design participa da mediação da leitura de um público inscrito na contemporaneidade. Temos por pressuposto que o design é agente mediador da leitura e que, consequentemente, o projeto gráfico característico das edições de bolso participa de forma ativa na construção de hábitos de leitura e na conversão de significados para o leitor. Como recorte de pesquisa, elegemos livros de bolso presentes no 16 Feira Nacional do Livro Infantil e Juvenil, ocorrida entre 28 de maio e 8 de junho de 2014 na cidade do Rio de Janeiro. Na pesquisa de campo, entramos em contato com as diferentes maneiras como os leitores se relacionam com essas edições. A partir do levantamento dos livros de bolso de literatura infanto-juvenil, realizamos a análise gráfica do design de nove deles, editados pela L&PM, BestBolso e Zahar, o que nos permitiu enxergar as visões projetuais dessas edições. Constatamos que nos livros de bolso publicados por essas editoras, é predominante a manutenção de parâmetros relacionados às caracte-rísticas históricas e formais deste objeto. Por fim, destacamos a importância do papel mediador do design na aproximação e formação de novos leitores e apontamos as potencialidades ainda não exploradas pelos projetos gráficos dos livros de bolso nacionais de literatura infanto-juvenil.
The present research aims to understand the project visions that accompany pocket books that belong to the gender of children and adolescent literature in the national scene. It interests us to contribute to the understanding of which are the project visions applied to pocket books and how Design participates in the mediation of reading of the contemporary public. We assume that Design is the mediator of reading and, consequently, that the graphic project of pocket editions participates actively in the reading habits and the creation of meaning for the reader. We have selected as a research focus the pocket books that were found in the 16th National Book Fair of Children and Adolescents, which occurred between May 28th and June 8th, 2014 in the city of Rio de Janeiro. In the field research, we have encountered the different ways in which readers relate to these editions. From the survey of children and adolescent books, we have made a graphic analysis of the design of nine of them, which were edited by L&PM, BestBolso and Zahar and allowed us to see the project visions of these editions. We have concluded that in the pocket books published by these publishing houses the maintenance of the parameters related to the historical and formal characteristics of this object is predominant. Finally, we highlight the importance of mediating role of Design on the approach and formation of new readers, pointing out the potentialities yet not explored by the graphic projects of national pocket books of children and adolescent literature.
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Becker, Evelyn Z. "Using predictable books with a nonreader : cognitive and affective effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249671596.

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7

Eckhart, Tami Marie. "Good strategies for "bad" books." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237311795.

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8

Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was any particular reading level from which children tended to choose their recreational reading books.The analyses did not allow rejection of Hypotheses I and II. There were no significant relationships found between the reading levels independent and developmental, and the levels of recreational reading books children chose from their school library.The analyses did allow rejection of Hypotheses III and IV. The reading levels emergent and frustration proved to be statistically significantly different from the children's recreational book levels.Hypothesis V was tested using the Pearson correlation coefficient to determine the relationship between the reading levels of the recreational reading books the children chose and read and the reading levels of the books the children chose and did not read.The analysis failed to reject Hypothesis V. There was no significant relationship between the reading levels of the books the children chose and read and the reading levels of the books the children did not read. Although this hypothesis did not prove to be statistically significant, the following tendency was observed: the easier the readability of the book, the more likely it was to have been read.The findings of this study indicate fourth grade students chose books from their school library on all their reading levels. However, on the average students chose books between their independent and developmental reading levels.
Department of Elementary Education
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9

Evans, Dewi. "Ideas of books and reading in literature, 1880-1914." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/41976/.

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This thesis elucidates some of the ways in which concerns about the status of ‘the book’ at the end of the nineteenth century both inform and are, in turn, informed by the representation of books in the period’s fiction. Focusing on the work of Oscar Wilde, Robert Louis Stevenson, M.R. James and E.M. Forster, I argue that their fiction places a discursive ‘idea’ of the book at the centre of a range of socio-political debates in which literary texts participate and which they also help to shape. In particular, I argue that the fragmentation of dominant nineteenth-century print-cultural institutions forms an important context for these authors’ preoccupation with the ability of the written word to refract ideas and experiences it purports accurately to reflect. In Wilde’s work, for example, books are simultaneously the facilitators of panoptic surveillance and sites upon which, by asserting their right to a wholly subjective interpretation of text, readers can resist such surveillance. Stevenson’s adventure fiction is underscored by similar anxieties about the insidious formative influence of fiction – anxieties that lead him to adopt a range of metafictional strategies, designed to draw the reader’s attention to the book as the product of a specific marketplace. James and Forster’s fiction goes further, using books as the symbol of a wider epistemological crisis that underscores turn-of-the-century reading practices. Ultimately all four writers reject, in different ways, a utilitarian conception of books as repositories for knowledge about the world, to which readers’ own subjectivities must become subordinate in order to ensure a ‘right’ reading. Instead, they foreshadow modern reader response theory, presenting books as sites upon which ‘ideas’ – the product of a dynamic interaction between text and reader – are continually shaped and reshaped as they circulate within the ideologically-charged materiality of a particular historical moment.
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Kelley, Richard C. "Mind reading for social robots stochastic models of intent recognition /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464441.

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Книги з теми "Books and reading"

1

1945-, Walker David, Horne Julia, and Lyons Martyn, eds. Books, readers, reading. Geelong, Vic: Faculty of Humanities, Deakin University, 1992.

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2

Dunbar, Joyce. Reading 360 pocket books. London: Ginn, 1988.

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3

Brown, Richard. Information books. Cambridge: Cambridge University Press, 1997.

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4

(Firm), Keep Books. Keep books chapter books: Fact & fiction 1. Columbus, OH: Keep Books, 2006.

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5

Great Books Foundation (U.S.), ed. Great books roundtable. Chicago: Great Books Foundation, 2009.

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6

Great Books Foundation (U.S.), ed. Great books roundtable. Chicago: Great Books Foundation, 2010.

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Great Books Foundation (U.S.). Great books roundtable. Chicago: Great Books Foundation, 2009.

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Great Books Foundation (U.S.), ed. Great books roundtable. Chicago: Great Books Foundation, 2010.

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I Love Reading Books (I Love Reading Books, Review Books). Houghton Mifflin, 2005.

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Longman reading world: Reading books. Harlow: Longman, 1987.

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Частини книг з теми "Books and reading"

1

Wang, Wallace. "Reading e-Books." In Mac OS X for Absolute Beginners, 277–95. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1913-3_16.

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Walter, Katie L. "Reading without Books." In Spaces for Reading in Later Medieval England, 115–31. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137428622_8.

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Purchase, Eric. "Intimacy with books." In The Future of Reading, 79–91. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429453885-6.

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Kucirkova, Natalia, Nigel Lungenmuss-Ward, and Nicola Mansfield-Neimi. "Digital books enriching children's literacy lives." In Reading Teachers, 35–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003215615-5.

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Hasan-Rokem, Galit. "Olga Tokarczuk, The Books of Jacob." In Reading matters, 181–86. Göttingen: Göttingen University Press, 2023. http://dx.doi.org/10.17875/gup2023-2266.

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Mathieson, Stuart. "Reading God’s two books." In Evangelicals and the Philosophy of Science, 43–62. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003014263-3.

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Furst, Lilian R. "Reading ‘Nasty’ Great Books." In Cultura Ludens, 39. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/cl.4.03fur.

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Derrida, Jacques. "Why Peter Eisenman Writes Such Good Books." In Reading Images, 172–83. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-08886-4_16.

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Gordon, Mary. "Reading My Father." In A Passion for Books, 123–26. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230374515_12.

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Szymusiak, Karen, Franki Sibberson, and Lisa Koch. "Building a Reading Community." In Beyond Leveled Books, 181–96. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680682-9.

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Тези доповідей конференцій з теми "Books and reading"

1

Do Carmo, Ana, and Elisabete Rolo. "The Democratization of reading: from the printed pocketbook to the ebook." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003702.

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The form and use of the book as an artefact have changed under the influence of technological, formal, and cultural factors. The appearance of the printed book contributed to the increase in learning how to write and read. The faster multiplication of texts, within reach of a wider audience, with the desire to enable the transport for reading or consult at any time, increased the demand for books in small format, in a “portable format”. The emergence of a reading public, directly associated with initiatives to promote education, the various transformations in the book production process, as well as the reconfiguration of the book format and its availability in pocket size through decisions focused on the needs of the readers, have contributed significantly to the popularisation of books, and reading.Today, it is possible to read printed books with various formal characteristics and from different digital formats on various reading devices, such as computers, tablets, e-readers, and smartphones. This context has contradicted the idea that the printed book would “die” and reinforced a scenario of lasting coexistence of printed and digital books, in which both play a part in democratising book reading.Through a literature review, this paper aims to understand the role of the printed pocketbook, and now the ebook and its reading on mobile devices, in democratising reading.
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Marshall, Cathy. "Session details: Books and reading." In JCDL04: ACM/IEEE Joint Conference on Digital Libraries 2004. New York, NY, USA: ACM, 2004. http://dx.doi.org/10.1145/3248472.

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Légrádi, Miklós. "‘Find the book that speaks to you! – A qualitative pilot study for research on Book Consumption." In Egyesület a Marketing Oktatásért és Kutatásért XXIX. Nemzetközi Konferencia. Egyesület a Marketing Oktatásért és Kutatásért, Szegedi Tudományegyetem Gazdaságtudományi Kar, 2023. http://dx.doi.org/10.62561/emok-2023-19.

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Sales numbers in printed books have been on the slope since many years in Hungary and in many other countries too. Finding the motivations among these decreasing trends of reading and book consumption may eventually help in turning the book industry’s way on this downhill backwards and putting the book consumption on rising trails again. A series of interviews and focus group interviews are coming up within the frames of a doctoral research targeting the exploration of motivators for book consumption and the consumer behavior of book consumers. This article presents a pilot study done in the exploratory phase of the research. The study is a mini focus group interview conducted with fiction reader participants. The article summarizes the theoretical background for book consumption. Being a white spot in the academic discussion, the study outlines the Book Consumption areas for exploration: Reading habits; Parallel Reading; Preferences over E-book v. Printed books; Preferences over the physical attributes of a book; Ways of choosing books to read; Motivations for reading; Re-reading; Process of Book purchasing; Giving Feedback and Recommendations. Analyzing the group discussion the article identifies research topics to be covered in future qualitative studies and suggests potential variables for quantitative research. The study makes suggestions for future research.
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Tsuji, Yoshitake, Jun Tsukumo, and Ko Asai. "Document Image Analysis For Reading Books." In Hague International Symposium, edited by Andre J. Oosterlinck and Andrew G. Tescher. SPIE, 1987. http://dx.doi.org/10.1117/12.941320.

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Cunningham, Sally Jo. "How children find books for leisure reading." In Proceeding of the 11th annual international ACM/IEEE joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1998076.1998170.

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Hsieh, Ivy Haoyin. "Co-Reading Picture Books With Indigenous Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433235.

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Ishita, Emi, Shinji Mine, Chihiro Kunimoto, Junko Shiozaki, Keiko Kurata, and Shuichi Ueda. "Analyzing viewing patterns while reading picture books." In the 10th annual joint conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1816123.1816190.

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DOMNIȚEANU, Aurelia. "The role of the personal library in achieving school performance." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p47-50.

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We are already used to the alarming PISA studies, but the latest still comes with an interesting statistic, offering some hope. It shows that students who have books at home and read paper books more often scored 50 points better in reading than those who have books at home and don’t read. Therefore, the fear that in physical format the future of the book is in danger has been dispelled by this study. At the gymnasium level, students in Romania go through two National Assessments designed to measure their school performance, and the reading competence part occupies an important place, arriving at the end of gymnasium to exceed a third of the exam items. That is why the data provided by this study deserved to be applied at the level of our secondary school. Bearing in mind that we are on a downward trend in grades on the two National Assessments, the student questionnaire demonstrated that, indeed, students who have at least ten age-appropriate books in their personal library do better on the proficiency items lecture. In conclusion, personal library is directly related to academic performance and reading on paper brings multiple benefits.
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Stanica, Iulia cristina, Alin Moldoveanu, Florica Moldoveanu, Alexandru Gradinaru, and Mariaiuliana Dascalu. "SOCIO-COLLABORATIVE READING THROUGH AR-ANNOTATIONS OVER PHYSICAL BOOKS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-020.

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In a highly technologized century, the process of learning must benefit from the advantages of technology. Gamification, artificial intelligence, virtual or augmented environments or adaptive learning are just some of the trends which have evolved in the past years in the field of e-Learning. Collaborative learning is also an efficient learning methodology, where people engage together in learning actions or share one with another their knowledge and resources. Wikis, forums, social media groups are just some examples of successful collaborative learning environments. As the evolution of technology has impacted traditional learning and reading preferences of people, we must think of new ways of improving and modernizing both learning and teaching. Our current paper presents the advantages of using the latest technologies for collaborative learning, with a relevant example from the Lib2Life - Cyber-Physical Library project. Its goal is to revitalize reading and improve the learning process by using emerging technologies, restoring at the same time the popularity of libraries as safeguards of the cultural patrimony. With the help of augmented reality (AR), digitization and optical character recognition, we developed a mobile application meant to help people annotate physical books, view annotations by other users and manage their own social-collaborative library. After registering their favourite books in the application, users can create digital annotations (text, images, videos or links) or see the existing annotations by scanning a book page with their smartphone's camera. Annotations can be rated, commented, shared on social media or on user-configured friend groups, thus creating a collaborative environment which can be easily integrated in a great variety of domains. We present the innovative concept of AR annotations and a tool based on this concept, which can be used for self-learning or as a collaborative tool, revolutionizing handbooks and manuals.
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Obaid, Mohammad, Ilgιm Veryeri Alaca, Paweł W. Woźniak, Lars Lischke, and Mark Billinghurst. "The Future of Books and Reading in HCI." In NordiCHI '16: 9th Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2971485.2987684.

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Звіти організацій з теми "Books and reading"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Bravo, Gonzalo, María Fernanda Arriagada, Alejandra Fuentes, and Hector Ignacio Castellucci. Methodological considerations in the study of Perceived Discrimination at Work: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0009.

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Review question / Objective:How has perceived discrimination been studied in a work context? Eligibility criteria: Participants: This review will consider those articles that have investigated perceived discrimination by workers and its association with health or occupational outcomes. Concept: The concept that guides this review is “perceived work discrimination”. Therefore, those studies where the term "perceived discrimination" is explicitly declared will be included, as well as those studies that do not explicitly declare the term, but through reading the methodology it is possible to verify that the workers were consulted if they felt discriminated against. Context: Only studies in occupational contexts will be included. Therefore, those studies in patients, students or in the general population will be excluded. Included studies will not be limited by sample location. In addition, those studies that are not original articles (reviews, congress presentations, books, etc.) and in languages other than English or Spanish will be excluded.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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Melnyk, Andriy. «Ареопагітика» Джона Мілтона і теорія вільного ринку ідей. Ivan Franko National University of Lviv, березень 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11732.

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The article is dedicated to one of the most famous rationales for the right to free expression of views and opinions, the marketplace of ideas theory, as well as John Milton’s pamphlet “Areopagitica” which is considered the first example of systematic protection of freedom of speech and the primary source for the theory. The combination of the author of the 17th century and the thinking that was finally formed in the 20th century should not be surprising, because Milton is considered the forerunner of marketplace arguments. Given the fact that freedom of speech is threatened today by authoritarianism amplified by modern technologies, as well as identity politics and political correctness, the actualization of arguments in its favor seems more relevant than ever. When covering the main topics of “Areopagitica”, emphasis is placed on the historical conditioning of Milton’s arguments. His position on freedom is based on ancient Greek models and seems rather elitist today, and his perception of heresy is pagan rather than Christian. It’s also worth remembering that Milton opposed pre-publication censorship but did not object to the persecution of dangerous ideas and books after publication, and also definitely excluded Roman Catholicism from the free circulation of ideas. Today, this kind of restriction is considered unacceptable. A fundamentalist interpretation of the free market of ideas which excludes any regulation is obviously not conducive to such a discussion. Utopian ideas about absolute freedom of speech rather harm it, give rise to inflated expectations and, as a result, disappointment in its capabilities or demonization. In this context, reading John Milton’s “Areopagitica” can be extremely instructive today. Key words: freedom of speech; marketplace of ideas; “Areopagitica”; censorship; identity politics; political correctness.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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McCrary, Victor, Linda McGee, and Mary Floyd. 3rd annual electronic book 2000 conference and show changing the fundamentals of reading proceedings. Gaithersburg, MD: National Institute of Standards and Technology, 2000. http://dx.doi.org/10.6028/nist.ir.6554.

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Hassler, Harriet. What are our customers reading? An analysis of the most frequently used subjects of the NIST Research Library book collection based on circulation. Gaithersburg, MD: National Institute of Standards and Technology, 2005. http://dx.doi.org/10.6028/nist.ir.7205.

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9

HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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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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