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The effects of liquid organic fertilizer (LOF) made from anaerobic digestion on some physiological factors and volatile components of arugula plants that were grown in salty conditions were investigated. The experiment was conducted in three different stages. In the first two stages, seeds were grown in petri dishes and pots for seven days. The third stage involved growing seedlings in pots for 60 days. Salinity inhibited the germination of 7-day arugula seedlings in petri dishes and their emergence in pots. In these stages, LOF pretreatment failed to eliminate stress-induced inhibition. Some physiological parameters were analyzed in 60-day seedlings in the third stage. Salt-induced inhibition showed significant negative effects on all parameters. In contrast to previous stages, LOF (1% and 5%) and NPK had positive effects in all groups at the third stage, eliminating salt stress in all parameters except water content. Contrary to expectations, volatile components showed no significant change but had fluctuating values due to salt stress or fertilizer treatments.

Reading is not only a mental decoding activity but also a social, material, bodily, and affective practice. It is learned; changes over time; varies across situations; and is crucial for academic institutions. Nonetheless, academics practice reading largely individually. Yet, reading remains an undervalued part of how professional research (work) is done. In this paper, we take a practice-oriented approach: How is reading enacted as a seemingly self-evident academic technique? Drawing on Science & Technology Studies and collective auto-ethnographic reflections of our readings in the RUSTlab at Ruhr University Bochum, we explore how reading is structured with respect to different goals—be it for critique, fun, teaching, or writing. We consider aspects of the material infrastructure such as pens and (missing) couches, and analyze how situations, bodies, and settings enact and afford different modes of reading. We organize the modes of reading into reading about, reading around, and reading aloud. This paper argues that reading is a craft that requires care and companionship, and that it matters who gets to read, when and where reading is done, and what the legitimate excuses for not reading are. We polemicize that academics would do well to bring reading practices from the individualized margins to the heart of collective exchange.