unit 1 research and preparation

ENGL002: English Composition II

Unit 1: research and the writing process.

Researching and reporting the results of research are fundamental to academic work in almost every discipline and many professional contexts. While research in itself may seem like an enormous task when you are just starting a project, it is important to understand that effective research is a straightforward, step-by-step process. By practicing effective research techniques and becoming adept with the tools that are available to researchers, you will begin to see research as an invaluable part of an organized system of study that includes discovery, invention, critical thinking, and clear communication.

While writing is sometimes viewed as a solitary undertaking, research requires active involvement in a larger community of scholars. You will have a chance to define yourself as a member of many communities, and you will begin to see your research as an important part of the conversations that take part among members of your communities. As you begin to see yourself as an active contributor in a community, you will start to understand how others' work can both enrich your own perceptions and improve your understanding of the topic about which you are writing.

To help you get started as a contributing member of a community of scholars, we will first explore how your research can support the writing process you began developing in ENGL001. You will recall that the PWR Method is a process based on pre-writing, writing, editing, and proofreading, so it is probably no surprise to learn that effective research follows a similar process and is based on similar methods of preparation and analysis.

By mastering the essentials of effective research, you can train yourself to think more carefully about your work at every stage of the writing process. For example, you probably know how much a good quote can emphasize an important point. Still, you may not be conscious of how helpful general background research can be in the very earliest phases of your writing, when you are just beginning to refine your topic and clarify your thesis and argument.

As we continue to build your experience as a member of a research community, we will explore how effective research can help you appeal to specific audiences and more clearly define the purpose of your writing.

Completing this unit should take you approximately 16 hours.

Upon successful completion of this unit, you will be able to:

• define the basic components of an academic research paper;
• identify and describe the various types of research papers;
• relate research techniques to academic work in various disciplines;
• practice identifying and focusing a research topic and develop research questions;
• develop a research proposal; and
• write a draft outline.

1.1: What Is a Research Paper?

1.1.1: academic research writing.

Read this article, which provides a quick overview of the form, components, and purpose of a research paper.

1.1.2: Why Write a Research Paper?

Read this section and complete the exercises, which will help you identify the reasons for writing a research paper and will outline the steps you must take in order to complete a research project.

1.1.3: How to Manage a Research Project

1.2: preparing for your research, 1.2.1: the research process: an overview.

Read this article, which introduces you to the research process and includes how to identify and develop your topic, find and evaluate background information (including sources, periodical articles, and Internet resources), and appropriately cite your sources.

Several of the resources linked to through these pages are available only to students and staff at Cornell University. However, you should be able to use the general catalog information at any library. If you do not have online access to a college or university library, explore your local library's website for information about online access. A librarian at your local library may also be able to help you gain online access or answer questions about how to use their resources.

1.2.2: What Is Your Research Community?

Complete this activity. After you complete this activity, you will begin to see knowledge-making as a social process. You should also begin to notice the differences that exist in ways that different groups of people use language, reading, and writing.

Read this chapter, which provides an overview of research writing and will help you understand why strong, evidence-based writing is essential for success in academic writing. Zemliansky explains how different communities work together to develop and revise ideas through research. By identifying your research community, you can help identify important research in your field and write more convincingly to members of that community. Take notes carefully.

1.2.3: Identifying and Understanding Your Audience

Once you have identified your discourse community, you must analyze the specific audience that will read your research paper. Although members of your audience may be part of a larger discourse community, they may or may not be familiar with previous research in the field you are exploring.

Read this articlefor a review of identifying, analyzing, and appealing to your writing audience.

Read this essay on audience awareness for a good refresher on the importance of identifying, reaching out to, and addressing your audience in your writing.

1.2.4: Understanding Your Audience and Purpose

This chapter discusses rhetorical writing, which is writing that makes an argument as persuasively as possible by understanding and analyzing the readers or audience and then writing in a way that the audience finds convincing.

1.2.5: Purpose, Audience, Tone, and Content

Read this section and complete the exercises, which will get you thinking about how audience and purpose affects your writing. This section describes how purpose and audience should influence the tone and content of your writing.

1.3: Develop a Research Proposal

1.3.1: discovering and choosing a topic.

Now, identify a preliminary topic for your research paper by stating your topic idea as a question and then identifying the main concepts or key words. You will have time to revise and refine your topic later.

Although you may work through this course completely independently, you may find it helpful to connect with other Saylor students about this activity through the discussion forums. You may access the discussion forums here .

1.3.2: Develop a Working Thesis and a Research Proposal

Read this section and complete the exercises. This section will provide you with a slightly different approach to developing a research topic and will describe how to develop research questions and a proposal that will help you guide your research.

After reading this text, go back to your research topic, refine your topic as necessary, develop your research questions, and develop a short research proposal.

Use your refined research topic and synthesize the research questions you developed in this subunit in order to write a working thesis. Remember that your thesis is the argument you will work to prove with your research in your paper. Keep in mind that you will have time to revise and revisit your thesis later in the course.

1.3.3: Mapping Your Topic

Concept mapping, also known as webbing, is a method for generating ideas related to your topic that you want to explore in your research and writing process.

Watch this video and then map out concepts for the research topic you identified in subunit 1.3.1. Use this Mapping a Concept  worksheet for some ideas on getting started.

1.4: Outlining

Now that you have developed your topic, research question, and thesis, it is time to develop a framework for your entire paper. At this point, you have not started your research in earnest, but your outline will help guide your research and ensure that you find the resources that will help you prove your thesis.

Read this section and complete the exercises, using your own research topic. By completing these exercises, you will refine your thesis, and you should wind up with a complete outline. You will have plenty of opportunities later to revise and fill in your outline, so don't worry too much about polishing your outline.

Unit 1 Assessment

Take this assessment to see how well you understood this unit.

• This assessment does not count towards your grade . It is just for practice!
• You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
• You can take this assessment as many times as you want, whenever you want.

EL Education Curriculum

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• ELA G5:M2:U1:L12

End of Unit 1 Assessment, Part I: Web Research

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

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• ELA G5:M2:U1

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These are the CCS Standards addressed in this lesson:

• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
• W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
• I can research using several sources to answer the question: What can I do to help the rainforest? ( RI.5.1 , RI.5.7 , RI.5.10 , W.5.7 , W.5.8 )
• I can summarize information from a text. ( RI.5.1 , RI.5.10 , W.5.8 )
• End of Unit 1 Assessment, Part I: Web Research ( RI.5.1 , RI.5.7 , RI.5.10 , W.5.7 , W.5.8 )
• Tracking Progress: Research ( W.5.7 , W.5.8 )
• End of Unit 1 Assessment, Part 1: Web Research (see Assessment Overview and Resources).
• Technology required for students to access the links provided on the end of unit assessment (see Assessment Overview and Resources).
• Provide feedback on students' Mid-Unit 1 Assessments in preparation for returning them in Opening A.
• Gather Tracking Progress folders.
• Post: Learning targets, Working to Contribute to a Better World anchor chart, Criteria for an Effective Summary anchor chart, and Working to Become Effective Learners anchor chart.

Tech and Multimedia

• Work Time A: Students use web research to answer the question. There is a page of links (End of Unit 1 Assessment: Helping the Rainforest Links) provided for them to quickly locate the answers.
• Work Time A: Consider inviting students to use a text-to-speech tool such as SpeakIt!  so they can hear the text read aloud multiple times.
• Work Time A: Students could complete their What Can I Do to Help the Rainforest? note-catcher online, on a Google Doc, for example.
• Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, preview links and/or use a filter service, such as www.safeshare.tv , for viewing these links in the classroom.
• Work Time A: Students could complete their note-catchers in a word-processing document, such as a Google Doc, using speech-to-text facilities activated on devices or using an app or software like Dictation.io .

Supports guided in part by CA ELD Standards 5.I.B.6, and 5.I.B.7, and 5.I.C.10

Important points in the lesson itself

• The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 9-11. Students can use the same note-catcher templates they completed with their partners during the previous lesson.
• ELLs may find the End of Unit 1 Assessment challenging, as it is a big leap from the heavily scaffolded classroom interaction for some. Not only will students be asked to independently apply cognitive skills developed in Lessons 9-11, but also to independently apply new linguistic knowledge introduced in those lessons.
• Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
• After the assessment, ask students to discuss what was easiest and what was most difficult on the assessment, and why. To facilitate this discussion, prepare a concise rubric of the elements of the assessment and allow students to rank the difficulty level of these elements on a Likert scale. Example: The multiple choice questions were easy to answer. 1 2 3 4 5
• In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
• Multiple Means of Representation: To get the most informative data from the assessment, ensure that all students have access to the assessment directions and feel comfortable with the expectations. Vary the ways in which you convey your expectations. (Example: Engage in a clarifying discussion about the directions or create a map of the assessment to preview its tasks.)
• Multiple Means of Action and Expression: The end of unit assessment requires students to demonstrate their learning in the same way. However, there is room for differentiation when students complete the Tracking Progress recording form. If students have been sketching key vocabulary throughout the unit, allow them to use their sketches as they fill out the form.
• Multiple Means of Engagement: Assessments can be overwhelming to some students. Supply students with tools to support self-monitoring during the assessment (e.g., checklists or visual timers for each portion of the assessment) and to minimize distractions during the assessment (e.g., sound-canceling headphones or workspace dividers).

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• Do not preview vocabulary for this assessment lesson.
• Mid-Unit 1 Assessments (returned with feedback during Opening A; one per student)
• End of Unit 1 Assessment, Part I: Web Research (one per student; see Assessment Overview and Resources)
• Criteria for an Effective Summary anchor chart (begun in Module 1)
• Working to Contribute to a Better World anchor chart (begun in Module 1)
• Working to Become Effective Learners anchor chart (begun in Module 1)
• Tracking Progress: Research (one per student)
• Sticky notes (four per student)

Materials from Previous Lessons

New materials.

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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2024 primary election: Research the 2 Republican candidates for 16th Circuit Solicitor

T wo Republican candidates are running in the June 11 primary for 16th Circuit Solicitor, the top prosecutor for York and Union counties.

The candidates are incumbent Kevin Brackett and Tyler Bratton. There is no Democratic primary for solicitor.

Early voting began May 28, and runs through June 7. In South Carolina, any registered voter can vote in one party primary. Voters do not register by political party in South Carolina.

Check your registration, see your sample ballot and find where to vote at scvotes.gov .

For questions, contact the York County Voter Registration and Elections Office at 803-684-1242.

In preparation for the election, The Herald sent surveys to both candidates asking questions about their backgrounds and platforms.

Both candidates running for solicitor responded to The Herald’s questionnaire. Their answers are below in alphabetical order by last name.

Kevin Brackett

Age as of Nov. 5, 2024:

Campaign website or social media page:

www.brackettforsolicitor.com

Party affiliation and office you’re seeking:

Republican candidate for 16th Circuit Solicitor

Occupation:

BA, International Studies and Juris Doctorate

Have you run for elected office before? (Please list previous offices sought or held):

Solicitor, 2008, 2012, 2016, 2020

Please list your highlights of civic involvement:

Prosecutor in the 16th Circuit Solicitors Office since 1991; Board of York County Boys Home and Sexual Assault Resource Center, York County All On Board; active supporter of local charities including Safe Passage, Keystone, Children’s Attention Home, Boys and Girls Club and numerous others.

What is the most important issue facing prosecutors in handling criminal cases and seeking justice for victims and the public, while at the same time maintaining public trust in a fair judicial process?

For some time now I have been advocating for changes to how judges are selected in South Carolina. Currently the legislature hires, funds and can dismiss judges when they come up for reappointment. One branch of our government should not so thoroughly dominate another. The authority for selection should be divided between the Executive and Legislative branches and the citizenry should have the ability to remove underperforming judges in non-partisan, uncontested retention referendums.

How will you and your prosecutors work with law enforcement to seek successful prosecution of cases filed by police to enhance public safety?

I am proud of the record our office has established in this area over the last two decades. We have excellent relationships built on open and honest communication. Law enforcement involves our office early in major or complex cases. We always work together to identify all the relevant evidence available. We include law enforcement during the course of the prosecution so they can assist us and give input. All of this translates into a tremendous amount of trust between the agencies.

How can your office best be accountable and transparent to the public in handling cases that impact the public perception of a fair judicial system for all, such as officer involved shootings, police powers and use of force complaints, and public corruption allegations?

If the criminal justice system is to be respected by the citizens it protects it must be open and transparent to the greatest extent possible. When public officials are the subject of inquiry great care must be taken to ensure the public has access to not only the decisions made but the facts and evidence that justify those decisions and the applicable law. In any instance where the impartiality of the prosecutor can be reasonably questioned, cases should be assigned to another prosecutor.

Tyler Bratton

www.brattonforsolicitor.com

Republican, Solicitor for the 16th Circuit

Public Defender

BA Clemson University, JD Charleston School of Law

Member of the Board of Directors for Bethelwoods, Ruling Elder in the Presbyterian Church, member of a task force to educate school children on the criminal justice system in an effort to ensure they stay out of it in the future. Mental Health court liaison.

The criminal justice system will crumble and fail without the communities belief that it works and is working for them. Therefore, communication and transparency with victims, police agencies, and the community is the most critical aspect of running a great Solicitor’s Office.

Communication and education. Law enforcement needs their voices heard before a case is disposed of in court. Their voices are important to understanding the gravity of the situation because they are the boots on the ground. Law enforcement also needs periodic education, with local examples if errors are made, on how to make a good case that prosecutors feel confident with winning at trial.

Availability, communication, and admitting mistakes while learning from them. Being available to talk to the public when they request a discussion. Communicating on why issues are handled like they are. Admitting mistakes when law enforcement or the Solicitor’s Office makes mistakes. There was only one perfect man to walk the earth and we are all called to try to be like him.

Lab Tech,Research

• Remote Locations, New Mexico, United States
• Staff Full-time
• Closing at: Jun 24 2024 at 23:55 MDT

Position  Title: Lab Tech,Research

Employee Classification: Lab Tech,Research

College/Division: Agricultural,Consumer & Env Sci Col

Department: 303500-FISHERY AND WILDLIFE SCIENCES

Internal or External Search:  External - Open to all applicants

Location: Remote Locations

Offsite Location (if applicable): Engle, New Mexico

Target Hourly/Salary Rate:   15

Appointment Full-time Equivalency:   1.0

Exempt or Non-Exempt :  Non-Exempt

Summary:  We are hiring a short-term field technician for 1.5 months to aid in data collection for a Bolson tortoise (Gopherus flavomarginatus) spatial ecology study. The Bolson tortoise is the largest tortoise in North America and a federally listed endangered species. Though this tortoise’s range once extended throughout the Chihuahuan desert, today the tortoise is extirpated from the wild in the United States and is only found in a small region in Mexico. The Bolson Tortoise Recovery Project, overseen by the Turner Endangered Species Fund manages the only ex-situ breeding program for this species, and recently translocated captive-reared juveniles on the Armendaris Ranch in southern New Mexico.

Classification Summary: Entry level position under direct supervision. Performs a variety of routine laboratory operations in a quality assurance or research setting. These operations may be in a classroom laboratory or a field laboratory. Assists higher level technicians in setup of laboratory equipment and in recording data for experiments and procedures. Requires knowledge in using various instruments to prepare for and perform tests. Performs routine and safety program checks and preventive maintenance on instruments.

Classification Standard Duties: Duties usually consist of making measurements, performing several routine quantitative and qualitative biological or chemical analytical tests according to standard procedures. Prepares various test specimens and growth media for use in biology, chemistry, or related labs; prepares chemical solutions for use in lab experiments; sets up equipment for use in labs; ensures proper operation of equipment, and reports operating deficiencies to supervisor; assists students with lab-experiments, as appropriate; provides guidance in learning and/or functional operation of experiments and equipment; Cleans lab facilities and/or equipment after lab exercises are complete; breaks down and stores supplies and equipment as applicable; Practices safety, environmental, and/or infection control methods; Performs miscellaneous job-related duties as assigned.

Required Education, Experience, Certification/License, Equivalency Required Education:High School diploma or GED certificate.; Required Experience:Two (2) years of experience related to the standard duties as outlined.; Equivalency:Completion of a post-secondary degree or certificate may substitute for years of experience.; Required Certification/License:

Knowledge, Skills and Abilities KNOWLEDGE:Knowledge of experimental procedures, protocols, and preparation techniques within area of specialty; Knowledge of related accreditation and certification requirements; Knowledge of the cleaning specifications of various laboratory and/or medical equipment, fixtures, utensils, and related materials.; SKILLS:Skill in providing guidance and instruction in laboratory protocols and in the safe use of laboratory equipment.; ABILITIES:Ability to follow routine verbal or written instructions; Ability to set up, calibrate, operate, and maintain standard laboratory and test equipment; Ability to maintain quality, safety, and/or infection control standards.

Job Duties and Responsibilities This project will involve data collection for movement, behavior, and habitat-selection studies on the privately-owned Armendaris Ranch. The technician will primarily use VHF radio-telemetry equipment to monitor tortoise activity and conduct vegetation surveys. The technician should expect to hike at least 2-5 miles per day while carrying survey equipment and should be prepared to hike up to 8 miles in a day on occasion. During the summer, daily temperatures often exceed 100 °F. The technician should be prepared to work in hot temperatures. The technician should expect to spend 4 to 5 days in the field and then have 2 to 3 days off. On workdays not spent in the field, the technician is expected to perform data entry and aid with project logistics. There is cellular service at the field and housing sites, and internet at the housing location. The technician will be compensated with a salary of $15 per hour for 40 hours per week, paid biweekly, and with housing provided in a shared RV trailer. We will provide a 4WD work vehicle to access field sites (to be shared with the graduate researcher) and all necessary field gear. The technician will need to provide their own food. This position is ideal for those with prior field experience in desert environments. • Hike up to approximately 2–5 miles per day to track Bolson tortoises using a handheld VHF receiver and antenna • Collect vegetation measurements to evaluate habitat characteristics at burrow sites • Conduct behavioral activity surveys of tortoises • Operate a 4WD vehicle to access field sites • Assist with occasional data entry duties using Microsoft Excel

Preferred Qualifications

Minimum Qualifications: · Bachelor’s degree in wildlife, conservation, biology, natural resource management, or related fields from an accredited university. · Ability to hike up to 8 miles per day and carry a 25 lb. backpack while performing field work in a hot desert environment · Valid driver’s license with a clean driving record. Preferred Qualifications: · Extensive prior experience performing biological/ecological fieldwork in hot desert environments. · Active Wilderness First Aid certification or equivalent qualification. · Prior experience performing radio telemetry. · Experience driving 4-wheel drive vehicles.

Special Requirements of the Position

Department Contact:   Abby Lawson, (575) 6461544, [email protected]

Contingent Upon Funding:  Contingent upon external funding

Bargaining Unit Eligibility:  This is NOT a bargaining unit position with American Federation of State, County & Municipal Employees (AFSCME).

Standard Work Schedule:  Shift: Other Shift

If Not a Standard Work Schedule:  May work weekends and holidays

Working Conditions and Physical Effort

Environment: Work involves almost constant exposure to unusual elements: i.e. extreme temp, toxic chemicals, biohazardous materials, dirt, dust, fumes, smoke, loud noises, other potentially dangerous materials/situations that require safety precaution/protective equip

Physical Effort: Considerable physical activity. Physical work is a primary part (more than 70%) of the job.

Lifting Requirements: Requires heavy physical work; heavy lifting, pushing, or pulling required of objects up to 50 pounds.

Risk: Work environment involves exposure to potentially dangerous materials and situations that require following extensive safety precautions and may include the use of protective equipment.

Recruitment Summary

We are New Mexico’s land-grant institution and a comprehensive research university dedicated to teaching, research public service and outreach at all levels. NMSU is a welcoming community of talented faculty, staff and students who are working together to make a difference. We are a NASA Space Grant College, a Hispanic-serving institution (HSI), a minority-serving institution (MSI) and home to the first Honors College in New Mexico. We offer an accessible education that shapes bright futures. 

NMSU provides learning opportunities to a diverse population of students and community members at four campuses, Cooperative Extension offices located in each of New Mexico’s 33 counties, 12 research and science centers, and through distance education.

NMSU Main Campus Located in Las Cruces, NM, New Mexico State University's 900-acre main campus is located at the crossroads of I-10 and I-25 in the Southwestern United States. As a thriving center of higher education, deeply rooted in the regional tradition, its role as a comprehensive university is recognized throughout the state.

Doña Ana Community College Founded in 1973 in collaboration with local school districts to support occupational education, DACC is now a leading community college that provides transformative educational opportunities that meet the workforce needs of Doña Ana County. With a focus on access, innovation and excellence, DACC offers over ninety degrees and certificates, adult education, specialized workforce training, and small business assistance. 

Alamogordo Campus Established in 1958 to serve the needs of the airmen and families stationed at Holloman Air Force Base located only 10 miles west of Alamogordo, NMSUA is a community college with a long history of excellence that is supported by a caring community of hard-working students and dedicated faculty and staff. The campus is situated “on the hill” above Alamogordo and provides inspiring views of the city and the Tularosa Basin, offering the perfect venue for creative and motivated learning.

Grants Campus NMSU Grants was established as a branch of New Mexico State University in 1968 through the cooperative efforts of New Mexico State University and Grants Municipal Schools. As a two-year branch community college, NMSU Grants serves the local communities in Cibola and McKinley counties, including the Pueblos of Acoma, Laguna, and Zuni, as well as Tohajiilee, San Mateo, San Rafael, Cubero, the City of Grants, and the Village of Milan.

Special Instructions to Applicants

The electronic application is the *official* document that will be used to qualify applicants. Paper/email documents will not be accepted. Required documents must be attached to this application.

EEO Statement NMSU is an equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, people with disabilities, and veterans are strongly encouraged to apply. NMSU is an equal opportunity and affirmative action employer.

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Google Cuts at Least 100 Jobs Across Its Cloud Unit, CNBC Reports

FILE PHOTO: 3D printed clouds and figurines are seen in front of the Google Cloud service logo in this illustration taken February 8, 2022. REUTERS/Dado Ruvic/Illustration/File photo

(Reuters) -Alphabet-owned Google is laying off at least 100 employees from several teams in its cloud unit, CNBC reported on Monday.

Roles in sales, operations and engineering, consulting and "go to market" strategy were some of the positions cut, the report said, citing internal correspondence.

"We continue to evolve our business to meet our customers' priorities and the significant opportunity ahead", a spokesperson for Google told Reuters in an emailed statement.

"We maintain our commitment to investing in areas that are critical to our business and ensure our long-term success."

The report comes after the California-based tech giant laid off an unspecified number of employees across different teams in April as it cracks down on costs.

Google also laid off hundreds of employees in January following a slew of recent job cuts across the tech and media industry as companies grapple with economic uncertainty.

(Reporting by Chandni Shah in Bengaluru; Additional reporting by Angela Christy; Editing by Alan Barona and Varun H K)

Copyright 2024 Thomson Reuters .

Tags: United States

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Preparation and Characterization of Agar Polysaccharide from Red Alga Phycocalidia Vietnamensis (Bangiales)

• Original Paper
• Published: 06 June 2024

Cite this article

• Ravi S. Baghel   ORCID: orcid.org/0000-0003-2235-8196 1 ,
• Anurag A.K. Sharma 1 &
• S.V. Sandhya 1  

In this research, biomass of the red algae Phycocalidia vietnamensis (Bangiales) was investigated for agar production. Agar was prepared by the hot water extraction method with 0, 4, 6, 8, 10% (w/v) NaOH pre-treatments. Samples without NaOH pre-treatment did not form gel. The agar yield of the NaOH pre-treated samples ranged from 7.13 to 12.42% dry weights. The highest gel strength of 596 ± 35 g/cm 2 was recorded for agar treated with 10% NaOH, followed by 350 ± 17 g/cm 2 with 8% and 150 ± 23 g/cm 2 with 6%. In addition, the extracted agar was tested for bacteriological application, and total bacterial counts ranged from 1.2 × 10 3 to 2.4 × 10 3 CFU mL − 1 . This study suggests that the agar extracted with 10% NaOH pre-treatment is suitable for bacteriological applications, while agar obtained with 6% and 8% NaoH pre-treatment could be used in the food industry.

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Acknowledgements

The authors are grateful to the Director, CSIR-NIO (CSIR-National Institute of Oceanography), for providing the research facilities. This is CSIR-NIO’s contribution reference number 7240.

Ravi Singh Baghel received funding from SERB-DST, India in Grant numbers GAP-3499 (SRG/2022/001904) is gratefully acknowledged.

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Biological Oceanography Division, CSIR-National Institute of Oceanography, Dona Paula, Goa, 403004, India

Ravi S. Baghel, Anurag A.K. Sharma & S.V. Sandhya

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We declare that all Authors listed on the title page have contributed significantly to the work. R.S.B. designed the experiments; R.S.B., A.A.S., and S.V. performed the experiments; R.S.B. and S.V. analysed and interpreted the data. R.S.B. wrote the article and all authors approved the final manuscript.

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Correspondence to Ravi S. Baghel .

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Statement of novelty.

In this research, for the first time, the biomass of the red alga of Phycocalidia vietnamensis (Bangiales) was investigated for its potential to produce agar. Agar was extracted with different concentrations of NaOH pre-treatments and analysed for its physicochemical properties and suitability for microbiological application. The study suggests that the agar could be extracted from Phycocalidia vietnamensis biomass for commercial applications.

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Baghel, R.S., Sharma, A.A. & Sandhya, S. Preparation and Characterization of Agar Polysaccharide from Red Alga Phycocalidia Vietnamensis (Bangiales). Waste Biomass Valor (2024). https://doi.org/10.1007/s12649-024-02599-w

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Received : 30 November 2023

Accepted : 28 May 2024

Published : 06 June 2024

DOI : https://doi.org/10.1007/s12649-024-02599-w

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