Critical Analysis 7

Read Eating Asian America- Chapter 14 pages 274-285
THE BOOK IS ATTACHED
Please answer all the questions adjacent to the questions/argument types from how to write a critical analysis.(12-page MLA format).
1)the important concepts and terms of the readings
2)the most important arguments of the readings
3)the parts of the readings they found confusing or unclear
4)how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
Writing Expectations- See attached MLA Format: Everything You Need to Know Here (easybib.com)
Use a white 8 x 11 margin. Make 1-inch margins on the top, bottom, and sides. The first word in every paragraph should be indented one-half inch. Indent set-off or block quotations one-half inch from the left margin. Use any type of font that is easy to read, such as Times New Roman. Make sure that italics look different from the regular typeface. Use a 12-point size. Double-space, even the Works Cited page. Leave one space after periods and other punctuation marks, unless your instructor tells you to leave two spaces.

The thesis
statement
is often
(but not
always) the
last
sentence of
the
introductio-
n.

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The thesis
is a clear
position
that you
will support
and
develop
throughout
your paper.
This
sentence
guides
your paper.

Angeli 1

E. L. Angeli

Professor Patricia Sullivan

English 624

12 February 2012

Toward a Recovery of Nineteenth Century Farming Handbooks

While researching texts written about nineteenth century farming, I found a few

authors who published books about the literature of nineteenth century farming,

particularly agricultural journals, newspapers, pamphlets, and brochures. These authors

often placed the farming literature they were studying into an historical context by

discussing the important events in agriculture of the year in which the literature was

published (see Demaree, for example). However, while these authors discuss journals,

newspapers, pamphlets, and brochures, I could not find much discussion about another

important source of farming knowledge: farming handbooks. My goal in this paper is to

bring this source into the agricultural literature discussion by connecting three

agricultural handbooks from the nineteenth century with nineteenth century agricultural

history.

To achieve this goal, I have organized my paper into four main sections, two of

which have sub-sections. In the first section, I provide an account of three important

events in nineteenth century agricultural history: population and technological changes,

the distribution of scientific new knowledge, and farmings influence on education. In the

second section, I discuss three nineteenth century farming handbooks in

connection with the important events described in the first section. Special

attention is paid to the role that these handbooks played in the dissemination of

agricultural knowledge (and the creation of genuinely new knowledge). I end

If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow
your ideas.

MLA requires
double-spacing
throughout a
document. Do
not single-
space any part
of the
document.

Page numbers
begin on page
1 and end on
the final
page. Type
your name
next to the
page number
in the header
so that it
appears on
every page.

Your name,
the
professor’s
name,
the course
number, and
the date of
the paper are
double-
spaced in 12-
point, Times
New Roman
font. Dates in
MLA are
written in this
order: day,
month, and
year. Do not
abbreviate the
month.

Titles are
centered
and written
in 12-point,
Times New
Roman
font. The
title is not
bolded,
underlined,
or
italicized.

Blue boxes contain
directions for writing
and citing in MLA
style.

Green text boxes
contain explanations
of MLA style
guidelines.

The
introduc-
tory
paragraph,
should set
the context
for the rest
of the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.

Use
personal
pronouns
(I, we, us,
etc.) at
your
instructors
discretion.

Angeli 2

When using
headings in
MLA, title
the main
sections
(Level 2
headers) in
a different
style font
than the
papers
title, e.g., in
small caps.

The headings used here follow a three-
level system to break the text into
smaller sections. The different levels
help organize the paper and maintain
consistency in the papers organization.
You may use your own format for
headings as long as they are consistent.

with a third section that offers research questions that could be answered in future

versions of this paper and conclude with a fourth section that discusses the importance of

expanding this particular project. I also include an appendix after the Works Cited that

contains images of the three handbooks I examined. Before I can begin the examination

of the three handbooks, however, I need to provide an historical context in which the

books were written, and it is to this that I now turn.

HISTORICAL CONTEXT

The nineteenth century saw many changes to daily American life with an increase in

population, improved methods of transportation, developments in technology, and the

rise in the importance of science. These events impacted all aspects of nineteenth century

American life (most significantly, those involved in slavery and the Civil War).

However, one part of American life was affected that is quite often taken for granted: the

life of the American farmer.

Population and Technological Changes. One of the biggest changes, as seen in

nineteenth century Americas census reports, is the dramatic increase in population. The

1820 census reported that over 10 million people were living in America; of those 10

million, over 2 million were engaged in agriculture. Ten years prior to that, the 1810

census reported over 7 million people were living in the states; there was no category for

people engaged in agriculture. In this ten-year time span, then, agriculture experienced

significant improvements and changes that enhanced its importance in American life.

One of these improvements was the development of canals and steamboats,

which allowed farmers to sell what has previously been unsalable [sic] and resulted in a

If there is a
gramma-
tical,
mechanical,
or spelling
error in the
text you are
citing, type
the quote as
it appears.
Follow the
error with
[sic].

The
paragraph
after the
Level 2
headers
starts flush
left.

Be sure
to
differen-
tiate the
Level 3
headers
from the
Level 2
headers.
The
paragraph
continues
directly
after the
header.

Headings,
though not
required by
MLA style,
can help the
overall
structure and
organization
of a paper.
Use them at
your
instructors
discretion to
help your
reader follow
your ideas.

Angeli 3

substantial increase in [a farmers] ability to earn income (Danhof 5). This

improvement allowed the relations between the rural and urban populations to strengthen,

resulting in an increase in trade. The urban population (defined as having over 2,500

inhabitants) in the northern states increased rapidly after 1820.1 This increase

accompanied the decrease in rural populations, as farmers who preferred trade,

transportation, or tinkering to the tasks of tending to crops and animals found great

opportunities in the city (Danhof 7). Trade and transportation thus began to influence

farming life significantly. Before 1820, the rural community accounted for eighty percent

of consumption of farmers goods (Hurt 127). With the improvements in transportation,

twenty-five percent of farmers products were sold for commercial gain, and by 1825,

farming became a business rather than a way of life (128). This business required

farmers to specialize their production and caused most farmers to give less attention to

the production of surplus commodities like wheat, tobacco, pork, or beef (128). The

increase in specialization encouraged some farmers to turn to technology to increase their

production and capitalize on commercial markets (172).

The technology farmers used around 1820 was developed from three main

sources: Europe, coastal Native American tribes in America, and domestic modifications

made from the first two sources technologies. Through time, technology improved, and

while some farmers clung to their time-tested technologies, others were eager to find

alternatives to these technologies. These farmers often turned to current developments in

Great Britain and received word of their technological improvements through firsthand

knowledge by talking with immigrants and travelers. Farmers also began planning and

conducting experiments, and although they lacked a truly scientific approach, these

farmers engaged

In-text
citations
occur
after the
quote but
before the
period.
The
authors/
authors
name/s go
before the
page
number
with no
comma in
between.

Insert the
footnote
after the
punctuatio-
-n mark
that
concludes
the
sentence.

Use
endnotes to
explain a
point in
your paper
that would
otherwise
disrupt the
flow of the
text.

If you cite the
same source
multiple times
in a row, you
do not have
to repeat the
author’s last
name until
you start a
cite a
different
author or
start a new
paragraph.

Angeli 4

Titles of
published
works
(books,
journals,
films, etc.)
are now
italicized
instead of
underlined.

in experiments to obtain results and learn from the results.2 Agricultural organizations

were then formed to encourage . . . experimentation, hear reports, observe results, and

exchange critical comments (Danhof 53). Thus, new knowledge was transmitted orally

from farmer to farmer, immigrant to farmer, and traveler to farmer, which could result in

the miscommunication of this new scientific knowledge. Therefore, developments were

made for knowledge to be transmitted and recorded in a more permanent, credible way:

by print.

The Distribution of New Knowledge. Before 1820 and prior to the new knowledge

farmers were creating, farmers who wanted print information about agriculture had their

choice of agricultural almanacs and even local newspapers to receive information

(Danhof 54). After 1820, however, agricultural writing took more forms than almanacs

and newspapers. From 1820 to 1870, agricultural periodicals were responsible for

spreading new knowledge among farmers. In his published dissertation The American

Agricultural Press 1819-1860, Albert Lowther Demaree presents a description of the

general content of [agricultural journals] (xi). These journals began in 1819 and were

written for farmers, with topics devoted to farming, stock raising, [and] horticulture

(12). The suggested birthdate of American agricultural journalism is April 2, 1819

when John S. Skinner published his periodical American Farmer in Baltimore. Demaree

writes that Skinners periodical was the first continuous, successful agricultural

periodical in the United States and served as a model for hundreds of journals that

succeeded it (19). In the midst of the development of the journal, farmers began writing

handbooks. Not much has been written on the handbooks history, aside from the fact that

C.M. Saxton & Co. in New York was the major handbook publisher. Despite the lack of

If you
delete
words
from the
original
quotation,
insert an
ellipsis,
three
periods
with a
space
between
and after
each one.

Notice how
this
paragraph
begins with
a
transition.
The topic
sentence
follows the
transition,
and it tells
readers
what the
paragraph
is about.
Direct
quotes
are used
to support
this topic
sentence.

Notice how
this
paragraph
ends with a
brief
mention of
print
sources
and the
next
paragraph
begins with
a
discussion
of print
informa-
tion.

Transitions
connect
paragraphs
and unify
writing.

Body
paragraphs
often (but
dont
always)
have these
four
elements: a
transition,
a topic
sentence,
evidence,
and a brief
wrap-up
sentence.

Angeli 5

information about handbooks, and as can be seen in my discussion below, these

handbooks played a significant role in distributing knowledge among farmers and in

educating young farmers, as I now discuss.

Farmings Influence on Education. One result of the newly circulating print information

was the need for acquiring scientific information upon which could be based a rational

technology that could be substituted for the current diverse, empirical practices

(Danhof 69). In his 1825 book Nature and Reason Harmonized in the Practice of

Husbandry, John Lorain begins his first chapter by stating that [v]ery erroneous theories

have been propagated resulting in faulty farming methods (1). His words here create a

framework for the rest of his book, as he offers his readers narratives of his own trials and

errors and even dismisses foreign, time-tested techniques farmers had held on to: The

knowledge we have of that very ancient and numerous nation the Chinese, as well as the

very located habits and costumes of this very singular people, is in itself insufficient to

teach us . . . (75). His book captures the call and need for scientific experiments to

develop new knowledge meant to be used in/on/with American soil, which reflects some

farmers thinking of the day.

By the 1860s, the need for this knowledge was strong enough to affect education.

John Nicholson anticipated this effect in 1820 in the Experiments section of his book

The Farmers Assistant; Being a Digest of All That Relates to Agriculture and the

Conducting of Rural Affairs; Alphabetically Arranged and Adapted for the United States:

Perhaps it would be well, if some institution were devised, and supported at the

expense of the State, which would be so organized as would tend most effectually

to produce a due degree of emulation among Farmers, by rewards and honorary

distinctions conferred by those who, by their successful experimental efforts and

improvements, should render themselves duly entitled to them.3 (92)

The
paragraph
ends with
a wrap-up
sentence,
Despite
the
lack . . .,
while
transi-
tioning to
the next
thought.

Use block
quotations
when
quoted
text runs
longer than
four lines
once typed
in your
paper.

Block
quotations
begin on a
new line,
are double-
spaced,
and are
indented
half an inch
from the
margin. Do
not add
quotation
marks not
present in
the original.
The
citation
information
(author
name and
page
number)
follows the
quotes end
punctua-
tion.

Part of Nicholsons hope was realized in 1837 when Michigan established their state

university, specifying that agriculture was to be an integral part of the curriculum

(Danhof 71). Not much was accomplished; however, much to the dissatisfaction of

farmers, and in 1855, the state authorized a new college to be devoted to agriculture and

to be independent of the university (Danhof 71). The government became more

involved in the creation of agricultural universities in 1862 when President Lincoln

passed the Morrill Land Grant College Act, which begins with this phrase: AN ACT

Donating Public Lands to the several States and Territories which may provide Colleges

for the Benefit of Agriculture and Mechanic Arts [sic]. The first agricultural colleges

formed under the act suffered from a lack of trained teachers and an insufficient base of

knowledge, and critics claimed that the new colleges did not meet the needs of farmers

(Hurt 193).

Congress addressed these problems with the then newly formed United States

Department of Agriculture (USDA). The USDA and Morrill Act worked together to form

. . . State experiment stations and extension services . . . [that] added [to]

. . . localized research and education . . . (Baker et al. 415). The USDA added to the

scientific and educational areas of the agricultural field in other ways by including

research as one of the organizations foundation stone (367) and by including these

seven objectives:

(1) [C]ollecting, arranging, and publishing statistical and other useful

agricultural information; (2) introducing valuable plants and animals; (3)

answering inquiries of farmers regarding agriculture; (4) testing agricultural

implements; (5) conducting chemical analyses of soils, grains, fruits, plants,

vegetables, and manures; (6) establishing a professorship of botany and

entomology; and (7) establishing an agricultural library and museum. (Baker et

al. 14)

Periods occur
before the
end
quotation
mark if the
citation
information is
given already
in the
sentence.

If a source
has three or
more
authors, use
the first
authors last
name
followed by
et al.

Angeli 6

These objectives were a response to farmers needs at the time, mainly to the need for

experiments, printed distribution of new farming knowledge, and education. Isaac

Newton, the first Commissioner of Agriculture, ensured these objectives would be

realized by stressing research and education with the ultimate goal of helping farmers

improve their operations (Hurt 190).

Before the USDA assisted in the circulation of knowledge, however, farmers

wrote about their own farming methods. This brings me to my next section in which I

examine three handbooks written by farmers and connect my observations of the texts

with the discussion of agricultural history I have presented above.

Note: Sections of this paper have been omitted for the purpose of this sample.

CONCLUSION

From examining Drowns, Allens, and Crozier and Hendersons handbooks in light of

nineteenth century agricultural history, I can say that science and education seem to have

had a strong influence on how and why these handbooks were written. The authors ethos

is created by how they align themselves as farmers with science and education either by

supporting or by criticizing them. Regardless of their stance, the authors needed to create

an ethos to gain an audience, and they did this by including tables of information,

illustrations of animals and buildings, reasons for educational reform, and pieces of

advice to young farmers in their texts. It would be interesting to see if other farming

handbooks of the same century also convey a similar ethos concerning science and

education in agriculture. Recovering more handbooks in this way could lead to a better,

more complete understanding of farming education, sciences role in farming and

education, and perhaps even an understanding of the rhetoric of farming handbooks in

the nineteenth century.

The conclusion
wraps up
what you have
been
discussing in
your paper.

Because
this is a
Level 2
header,
the
paragraph
is not
indented.

Angeli 7

Angeli 8

Notes

1. Danhof includes Delaware, Maryland, all states north of the Potomac and Ohio

rivers, Missouri, and states to its north when referring to the northern states (11).

2. For the purposes of this paper, science is defined as it was in nineteenth

century agriculture: conducting experiments and engaging in research.

3. Please note that any direct quotes from the nineteenth century texts are written

in their original form, which may contain grammar mistakes according to twenty-first

century grammar rules.

Endnotes
begin on a
new page
after the
paper but
before the
Works
Cited.
Double-
space all
entries and
indent each
entry 0.5
from the
margin. Use
size 12
Times New
Roman font.

Center the title Notes,
using 12-point Times
New Roman font.

Angeli 9

Works Cited

Allen, R.L. The American Farm Book; or Compend of American Agriculture; Being a

Practical Treatise on Soils, Manures, Draining, Irrigation, Grasses, Grain,

Roots, Fruits, Cotton, Tobacco, Sugar Cane, Rice, and Every Staple Product of

the United States with the Best Methods of Planting, Cultivating, and Preparation

for Market. Saxton, 1849.

Baker, Gladys L., et al. Century of Service: The First 100 Years of the United States

Department of Agriculture. [Federal Government], 1996.

Danhof, Clarence H. Change in Agriculture: The Northern United States, 1820-1870.

Harvard UP, 1969.

Demaree, Albert Lowther. The American Agricultural Press 1819-1860. Columbia UP,

1941.

Drown, William, and Solomon Drown. Compendium of Agriculture or the Farmers

Guide, in the Most Essential Parts of Husbandry and Gardening; Compiled from

the Best American and European Publications, and the Unwritten Opinions of

Experienced Cultivators. Field, 1824.

Historical Census Browser. University of Virginia Library, 2007,

www.mapserver.lib.virginia.edu/. Accessed 6 Dec. 2008.

Hurt, R. Douglas. American Agriculture: A Brief History. Iowa State UP, 1994.

Lorain, John. Nature and Reason Harmonized in the Practice of Husbandry. Carey,1825.

Morrill Land Grant Act of 1862. Prairie View A&M, 2003. www.pvamu.edu/

library/about-the-library/history-of-the-library-at-prairie-view/1890-land-grant-

history/. Accessed 6 Dec. 2008.

The Works
Cited page
begins on a
new page.
Center the
title Works
Cited
without
underlining,
bolding, or
italicizing
it. If there
is only one
entry, title
this page
Work
Cited.

If a print
source
does not
list a
publisher
and you
can infer
who the
publisher
is, place
the
publishers
name in
brackets.

MLA now
requires
only the
publisher,
and not
the city of
publication.
The 8th

edition also
does not
require
sources to
have a
publication
marker,
(such as
Print).

The Works Cited
page is a list of
all the sources
cited in your
paper.

List the
title of the
source in
quotation
marks, and
the title of
the
container in
italics,
followed by
a comma
and the
date of
publication.
Since this
is an online
source,
include the
URL and
date of
access.

If a source
has three
or more
authors,
only the
first one
shown in
the source
is given. It
is followed
by et al.

MLA now
requires
URLs (when
possible)
when citing
online
sources.
Omit
http://
from the
address.
The date of
access is
optional,
but be sure
to include
it whenever
possible,
since online
works can
be changed
or removed
at any
time.

Angeli 10

Nicholson, John. The Farmers Assistant; Being a Digest of All That Relates to

Agriculture and the Conducting of Rural Affairs; Alphabetically Arranged and

Adapted for the United States. Warner, 1820. Eating Asian America

This page intentionally left blank

Eating Asian America

A Food Studies Reader

Edit ed by
Robert Ji-Song Ku,

Martin F. Manalansan IV,
and Anita Mannur

a
N E W Y O R K U N I V E R S I T Y P R E S S

New York and London

NEW YORK UNIVERSITY PRESS
New York and London
www.nyupress.org

2013 by New York University

References to Internet websites (URLs) were accurate at the time of writing.
Neither the author nor New York University Press is responsible for URLs
that may have expired or changed since the manuscript was prepared.

for Library of Congress Cataloging-in-Publication Data
please contact the library of congress

ISBN: 978-1-4798-1023-9 (cl)
ISBN: 978-1-4798-6925-1 (pb)

New York University Press books are printed on acid-free paper,
and their binding materials are chosen for strength and durability.
We strive to use environmentally responsible suppliers and materials
to the greatest extent possible in publishing our books.

Manufactured in the United States of America

10 9 8 7 6 5 4 3 2 1

Also available as an ebook

www.nyupress.org

Contents

List of Figures and Maps vii
Acknowledgments ix

An Alimentary Introduction 1
Robert Ji-Song Ku, Martin F. Manalansan IV, and Anita Mannur

Part I: Labors of Taste
1. Cambodian Donut Shops and the Negotiation of Identity in Los Angeles 13

Erin M. Curtis
2. Tasting America: The Politics and Pleasures of School Lunch in Hawaii 30

Christine R. Yano (with Wanda Adams)
3. A Life Cooking for Others: The Work and Migration Experiences 53

of a Chinese Restaurant Worker in New York City, 19201946
Heather R. Lee

4. Learning from Los Kogi Angeles: A Taco Truck and Its City 78
Oliver Wang

5. The Significance of Hawaii Regional Cuisine in Postcolonial Hawaii 98
Samuel Hideo Yamashita

Part II: Empires of Food
6. Incarceration, Cafeteria Style: The Politics of the Mess Hall 125

in the Japanese American Incarceration
Heidi Kathleen Kim

7. As American as Jackrabbit Adobo: Cooking, Eating, and 147
Becoming Filipina/o American before World War II

Dawn Bohulano Mabalon
8. Lechon with Heinz, Lea & Perrins with Adobo: The American 177

Relationship with Filipino Food, 18981946
Ren Alexander Orquiza Jr.

9. Oriental Cookery: Devouring Asian and Pacific Cuisine 186
during the Cold War

Mark Padoongpatt

Contents

10. Gannenshoyu or First-Year Soy Sauce? Kikkoman Soy Sauce and the 208
Corporate Forgetting of the Early Japanese American Consumer

Robert Ji-Song Ku

Part III: Fusion, Diffusion, Confusion?
11. Twenty-First-Century Food Trucks: Mobility, Social Media, 231

and Urban Hipness
Lok Siu

12. Samsa on Sheepshead Bay: Tracing Uzbek Foodprints 245
in Southern Brooklyn

Zohra Saed
13. Apple Pie and Makizushi: Japanese American Women 255

Sustaining Family and Community
Valerie J. Matsumoto

14. Giving Credit Where It Is Due: Asian American Farmers 274
and Retailers as Food System Pioneers

Nina F. Ichikawa
15. Beyond Authenticity: Rerouting the Filipino Culinary Diaspora 288

Martin F. Manalansan IV

Part IV: Readable Feasts
16. Acting Asian American, Eating Asian American: The Politics 303

of Race and Food in Don Lees Wrack and Ruin
Jennifer Ho

17. Devouring Hawaii: Food, Consumption, and Contemporary Art 323
Margo Machida

18. Love Is Not a Bowl of Quinces: Food, Desire, and the Queer 354
Asian Body in Monique Truongs The Book of Salt

Denise Cruz
19. The Globe at the Table: How Madhur Jaffreys World Vegetarian 371

Reconfigures the World
Delores B. Phillips

20. Perfection on a Plate: Readings in the South Asian 393
Transnational Queer Kitchen

Anita Mannur

Bibliography 409
Contributors 425
Index 431

vii

List of Figures and Maps

Figure 5.1. The founding chefs of HRC. 106
Figure 5.2. The cover of Janice Wald Hendersons The New 110

Cuisine of Hawaii.
Figure 5.3. Alan Wongs loco moco. 114
Figure 6.1. Santa Anita Assembly Center cafeteria. 128
Figure 7.1. Filipinas learn how to make baking powder biscuits. 154
Figure 7.2. Eudosia Juanitas and her children in their 158

vegetable garden.
Figure 7.3. Filipino asparagus cutters celebrate the end of 161

the asparagus season.
Figure 7.4. Bibiana Castillanos restaurant. 164
Figure 7.5. Pablo Ambo Mabalons restaurant. 165

Figure 10.1. Kikkomans Golden Anniversary advertisement 210
published in the New York Times.

Figure 14.1. Nectarines at Kozuki Farms, Parlier, California. 277
Figure 14.2. Golden Bowl Supermarket, Fresno, California. 279
Figure 14.3. Boxes and storage shed at Kozuki Farms, 283

Parlier, California.
Figure 14.4. California Department of Labor safety poster 285

written in Hmong.
Figure 17.1. Puni Kukahiko, Lovely Hula Hands, 2005. 325
Figure 17.2. Lynne Yamamoto, Provisions, Post-War 326

(Pacific Asia and U.S.), 2010.
Figure 17.3. Michael Arcega, SPAM/MAPS: World, 2001. 328
Figure 17.4. Keith Tallett, Tattoo Williams (Watufaka), 2010. 330
Figure 17.5. Keith Tallett, Mobile Taro Loi (Camo design), 2010. 335

List of Figures and Maps

viii

Figure 17.6. Trisha Lagaso Goldberg, Eshu Veve for Olaa 338
Sugar Company, 2011.

Figure 17.7. Alan Konishi, Yellow Peril (Remember 340
Pearl Harbor?), 2006.

Figure 17.8. Mat Kubo, Big Five (full view and detail with 342
pineapple open), 2004.

Figure 17.9. Gaye Chan and Nandita Sharma, Eating in Public, 348
Free Garden at Kailua, Hawaii, 20032012.

Figure 20.1. A perfect dish comes together. Frame enlargement 398
from Ninas Heavenly Delights (2006).

Figure 20.2. The perfect dish, which tastes like shite, is 399
thrown into the trash. Frame enlargement from
Ninas Heavenly Delights (2006).

Figure 20.3. Love in a Wet Climate. Frame enlargement 401
from Ninas Heavenly Delights (2006).

Map 3.1. The Chin family in North America, 19351946. 56
Map 3.2. The Chin family in China and North America, 68

19351946.
Map 4.1. Los Kogi Angeles, 20102011. 83
Map 4.2. The Void, 20102011. 85
Map 4.3. Kogis most common locations, 20102011. 87

Acknowledgments

The familiar food-related adage cautions, Too many cooks spoil the broth,
which may be true, but not for this book. A great number of cooks have had
their hands in the completion of this collection. First and foremost, we thank
the seventeen contributors for their enthusiasm, diligence, creativity, erudi-
tion, and friendship.

We thank Eric Zinner, editor in chief of New York University Press, who
believed in our project and pushed us to finish it. We also thank production
editor Alexia Traganas and assistant editors Ciara McLaughlin and Alicia
Nadkarni for their support and guidance throughout the completion of this
book. We are grateful for the constructive feedback from the two anonymous
readers of our manuscript. Their thoughtful comments and suggestions have
improved this book immeasurably.

We would be remiss if we did not acknowledge the Association for Asian
American Studies, as our participation in the 2010 meeting in Austin, Texas,
and the 2011 meeting in New Orleans, Louisiana, provided the original impe-
tus for the teamwork that culminated in the publication of this book. We thank
the AAAS officers, conference organizers, and members for their intellectual
support and personal friendships.

Finally, we three editors would like to make the following personal
acknowledgments.

Anita: I wish to thank my colleagues at Miami: Yu-Fang Cho, Nalin Jayas-
ena, Mad Detloff, Luming Mao, and Gaile Pohlhaus for their generous intel-
lectual feedback. My thanks to Jason Palmeri and Lisa Weems for an ever
evolving context for critical eating in southwest Ohio, and for their contin-
ued support and encouragement, I thank Michael Needham, Julie Minich, Bill
Johnson Gonzalez, Allan Isaac, and Cathy Schlund-Vials.

Martin: I want to express my gratitude to Lisa Nakamura and Kent Ono,
who were especially supportive during my research. Special thanks to Bill
Johnson Gonzalez, Allan Isaac, Jose Capino, Rick Bonus, and members of the
Filipino American studies mafia for their social and scholarly camaraderie,
especially during delectable meals, spicy chats, and warm boisterous laughter.

Acknowledgments

I dedicate my work to my parents and family for providing unconditional love
amid feasts of adobo and sinigang.

Robert: To all those who Ive cooked for this past few years, thank you for
enjoying my food. Thank you especially to our apocryphal Momofuku bo ssam
gang (Kevin Hatch, Matt Johnson, Julia Walker, and Deanne Westerman). My
gratitude goes, too, to my Asian and Asian American studies cohorts at Bing-
hamton University: Immanuel Kim, Sonja Kim, Cynthia Marasigan, Rumiko
Sode, Roberta Strippoli, and Lisa Yun. My love goes to Nancy, Eliot, and Oliver.

An Alimentary Introduction

Robert Ji-Song Ku, Martin F. Manalansan IV,
and Anita Mannur

Understanding and apprehending Asian American food experiences begin
and end with the body. The category Asian American is a historical U.S. fed-
eral census designation that rests in part on the long history of what might be
described as the Foucauldian control and discipline1 around the movement of
Asian bodies to America, in part on their toil in various agricultural fields and
plantations, fruit orchards, fisheries, and salmon canneries in Hawaii, Cali-
fornia, the Pacific Northwest, and the South. That these same bodies sweated
and slaved over hot stoves and small kitchens to produce many of Americas
ubiquitous ethnic take-out food establishmentsChinese, Thai, Indian, Mid-
dle Eastern, Japanese, and so forthis neither coincidental nor incidental.

Many people in the United States, including the students in our Asian Amer-
ican studies and food studies classes, often wonder whether Asians became
a prominent part of the American

draft

For this assignment, you will submit an initial draft of your final project Discussion section. This section should recap your findings, discuss how the findings fit in with prior research on the topic, discuss areas for future research, and mention limitations and ethical considerations related to your research. It is essential that you follow APA style when writing this section. PSY 520 Milestone Five Guidelines and Rubric

Note that you are required to use Southern New Hampshire University students as research participants by using the PSY 510/520 Lounge in SNHUConnect
(link is located in the left-hand navigation menu). You are strictly prohibited from using individuals outside of Southern New Hampshire University as
research participants.

For this assignment, you will submit an initial draft of your final project Discussion section. This section should recap your findings, discuss how the findings fit in
with prior research on the topic, discuss areas for future research, and mention limitations and ethical considerations related to your research. It is essential that
you follow APA style when writing this section.

Requirements of Submission: Must adhere to standard formatting (Times New Roman, 12-point font, one-inch margins), using the most recent version of the
APA style manual for the citations.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Discussion:
Hypothesis

Meets Proficient criteria and
demonstrates a nuanced
understanding of the
connection between research
results an d hypotheses
(100%)

Details the results of the data
analysis and how the results
relate to the hypothesis
(90%)

Details the results of the data
analysis, but does not detail
how the results relate to the
hypothesis, or has gaps in
accuracy or detail
(70%)

Does not detail the results of
the data analysis
(0%)

Discussion: Previous
Literature

Meets Proficient criteria and
does an exceptional job of
integrating the current findings
with previous literature
(100%)

Details how the results
complement and/or contradict
the previous literature on the
topic, justifying assertions with
data
(90%)

Details how the results
complement and/or contradict
the previous literature on the
topic, but does not justify
assertions with data or has
gaps in accuracy or detail
(70%)

Does not detail how the results
complement and/or contradict
the previous literature on the
topic
(0%)

Discussion: Strengths
and Limitations

Meets Proficient criteria and
details and examples,
demonstrating a keen insight
into the strengths and
limitations of the research
(100%)

Outlines the strengths and
limitations of the research,
supporting the assertions with
analyzed data
(90%)

Outlines the strengths and
limitations of the research, but
assertions are not supported
with analyzed data
(70%)

Does not outline the strengths
and limitations of the research
(0%)

Discussion: Study
Standards

Meets Proficient criteria and
details and examples
demonstrate a keen insight
into the American

Discusses the extent to which
the study adheres to the
American Psychological
Associations standards

Discusses the extent to which
the study adheres to the
American Psychological

Does not discuss the extent to
which the study adheres to the
American Psychological
Associations standards

Psychological Associations
standards
(100%)

(90%) Associations standards, but
with gaps in accuracy or detail
(70%)

(0%)

Discussion: Future
Research

Meets Proficient criteria and
is extremely insightful in
identifying areas in need of
future research
(100%)

Identifies areas still in need of
future research, based on the
data analysis
(90%)

Identifies areas still in need of
future research, but assertions
are not based on the data
analysis
(70%)

Does not identify areas still in
need of future research
(0%)

Articulation of
Response

Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy-to-
read format
(100%)

Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
(90%)

Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
(70%)

Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
(0%)

Earned Total 100%

PSY 520 Milestone Five Guidelines and Rubric 1

Effects of social media on Academic Performance for College Students
name
PSY-22TW5
Dr DeLinda. Terry
August 27, 2022

Effects of social media on Academic Performance for College Students

The impact of social media on college students’ academic performance was a new direction I decided to pursue after considering my professor’s response from milestone one. As a result of a growth in the use of social media, many college students can generate and share information and network at a phenomenal rate. Thanks to recent technological developments, cell phones have essentially become minicomputers. A favorable or damaging effect on college student’s academic performance can be attributed to their use of social media. Researchers hope to find out if students’ conduct and academic performance are impacted by their use of social media (Bernard & Ndzandza, 2018).

Problem Statement

Many students’ daily routines are now dominated by internet use whether by choice or by obligations. College students with so much to see and do are hard to picture not checking their social media accounts for new information as both part of having fun and engaging in multicultural activities. Most college students use social media to keep up with current events and hot-button problems worldwide. However, this conduct may not adversely affect the kids’ performance. A good example is the mode of use, social media used to understand how diverse cultures can uplift each other is different than the one in engaging in support of only one culture while bashing any other. As such, becoming culturally competent for a student who learns and engages in learning about other culture improves their performance. However, for the student who chooses to be narrow minded fall in pathways of destruction hence developmental performance. At the same time, some students utilize social media to get the information they can use to enhance their academic endeavors as tools of trade. Many college students use social media influence the public conversation in several ways, from education, the environment, fashion, entertainment, and technology to politics. Within the subject of each, they garner versatile opinions and diversified school of thoughts that add value to their own way of thinking. The end result is a broadening of knowledge that helps improve the pool of knowledge gained both in theory and through shared experiences.
However, social media has been criticized for creating user dependency especially when it comes to the amount of time spent on it. Many scholars have already noted that most students spend more than 30 minutes daily on social media. The same scholars point out that the amount of time spent on social media could impact their success because the college requires students to achieve certain grades on each exam (Chaker et al., 2022). Therefore, longer time spent on social media means longer time spent away from the curriculum that is to be tested hence a likely reason for failure.
At the same time, communication among students has been made easier thanks to social media, prompting more of them to use the networking tools available. Due to its favorable impact on student achievement, social media has been highlighted in the field of social science. Because of this, social media has fostered research in a variety of sectors. These requests for study have piqued the interest of many pupils (Alsaad et al., 2018). Modern technological advancements have facilitated the entire procedure. Time spent in school can be saved by attending class through the internet.
Several articles I am relying on for my research are cited in this article. Online debate is facilitated through social media platforms such as Facebook and Twitter, according to an essay by Bernard & Ndzandza (2018). Students’ use of social media for communication has exploded. This means that the article can meet the requirements of most of the sources of information in this study. Several more articles are cited in the study to support the conclusion that the use of social media has an impact on academic performance, such as
https://tandfonline.com/doi/abs/10.1108/09720073.2017.1317962 and
https://newlearningtimes.com/cms/article/4805.

Introduction

It is through the creation of virtual ties that social media facilitates the exchange of ideas, opinions, and information. Aside from that, the platform allows for a quick reaction time for electronic communication users. Social networking is a valuable resource for students. Furthermore, students’ college performance is both negatively and positively impacted by social media. Social media’s impact on student achievement is the subject of a qualitative study I conducted for my thesis.

Initial Draft of Methods, Data Analysis, and Anticipated Results

Methods

Participants

College graduates from Psych 510 and Psych 520 at Southern New Hampshire University (SNHU) will take part. Men and women of varied ages (from 21 to 70) will take part in the study. Seven to ten people are needed for this study, and they will have to utilize a computer or smartphone to complete the survey, which will then be analyzed using SPSS.

Procedure

Before engaging in the survey, study participants will need to read the introduction. They will also need to fill out a consent form. After they finish the study’s introductory materials, participants will be prompted to answer some demographic questions (Sheldon & Gail, 1988). They will be asked several demographic questions, such as whether they are working more than 36 hours per week and whether they are attending graduate school full- or part-time. After that, they will be given a survey to fill out regarding their everyday stress levels and whether they exercise. They will be asked to read two hypothetical scenarios and respond to a survey for each. What follows is an explanation of the specifics of each survey, as well as some guidance on how to conduct yourself ethically.

Materials

Qualtrics, an online survey program, is being used by Southern New Hampshire University (SNHU) for the distribution of study materials to participants.

Demographics

The demographics questionnaire will inquire about the respondent’s age, marital status, employment, education level, stress levels, and exercise habits.

Effects of Work and Stress on Quality of Life

There will be a poll given out to gauge how much stress people feel they are under regularly. The survey considers the respondent’s employment status, their attendance at full- or part-time graduate school, and their physical activity levels (Sheldon & Gail, 1988). The most common psychological tool for evaluating stress is the Perceived Stress Scale (PSS), which asks respondents to rate how stressful they feel in various situations in their lives multiple open-ended questions on present levels of experienced stress are included in the items, and all of which are intended to measure how unpredictable, uncontrollable, and overburdened respondents believe their lives to be. The questions are broad in scope and do not focus on any one demographic. The PSS questions all pertain to the respondent’s emotional state and mental state during the previous month, and in each case, the respondent is asked to rate the frequency with which they experienced a given emotion or thought.

Scenarios

To gauge how they might react to two different stressful situations, participants will read the corresponding scenarios. In each case, the main character is a full-grown adult who is also pursuing post-secondary education (Perceived Stress Scale. (n.d.). In one, an adult will be attending school part-time while working and raising a family, while in the other, a single adult will be working full-time while also attending school full-time.

The Rating of Perceived Stress

The participant will rate their mood over the past month on a scale with ten questions. The numerical scale runs from 0 to 4, with zero meaning never and four meaning very often.

Problems of an Ethical Nature

Each subject will give their informed consent before taking part in the study to prevent any potential ethical violations. The small size of the study’s sample size raises ethical and methodological questions about the appropriateness of reporting results that lack statistical significance. A further minor ethical dilemma is raised by the asking of specific demographic questions; therefore, the choice to not answer any of the questions is so important. Due to the similarity of the participants, this raises some ethical concerns. They are from various socioeconomic backgrounds, but they share a common interest in going to college. Therefore, secrecy must be strictly observed (Perceived Stress Scale. (n.d.).

Techniques for Analyzing Data

The collected data will be coded appropriately, and then the findings will be analyzed using IMB SPSS. The participants will have finished the PSS survey in addition to the specific surveys for each scenario (Perceived Stress Scale. (n.d.) The data will be analyzed using dependent samples t-tests. Not only will averages and standard deviations be presented, but also descriptive statistics. Graphs will be used to describe the survey results only if they are useful. The sample will be analyzed for outliers by looking at the range and the average. The mean, median, mode, and standard deviations, as well as the p-value and Pearson’s R, will be presented.
Statistics derived from the PSS will be the most informative. In addition, t-tests for dependent samples will be run between the two scenario surveys and each PSS survey. The outcomes will demonstrate whether the two hypothetical situations differ from the PSS poll’s findings. The PSS survey will be correlated with each scenario survey to determine the most likely outcomes.

Results

The projected results will show a statistically significant difference between the stress levels of working people and those of full-time students. Based on the data, it appears that working adults who also have families have significantly greater levels of stress (Cohen et al., 2019). Also, statistical comparisons will be made between the PSS and the two scenario polls. In terms of usefulness for reporting purposes, the PSS survey will prove superior to scenario surveys because it will reveal participants’ actual emotions about various topics over the past month. Ethical considerations will be considered as the results are interpreted. As it is only distributed to graduate students at SNHU, the size of the sample is expected to be low. It is difficult to draw broad conclusions from the results since the normal distribution will not be normal due to the small sample size.

Positive impacts of social media on education performances

According to John & Emefa (2018), the 1990s saw the birth of social media, which resulted in major changes in the world. Platforms for communication have advanced significantly. Beyond the effects on the economy, the educational system has also been affected. They might have a variety of beneficial or harmful effects. New concepts and content have been developed and are being used by students all around the world because of this. In addition, the author points out that more than 90% of students at higher institutions were using social media to research various subjects. Using case study, the sample of two hundred student provided by the research allows the opportunity for an in depth look at both pros and cons when it come to social media impact.
John & Emefa’s (2018) research shows that social media has four main advantages for students at tertiary institutions. Positive relationships are fostered, motivation to study is improved, individualized course needs and materials are presented, and collaboration skills are developed. Since the advent of social media in the 21st century, learning has been facilitated. Connecting to fresh ideas more easily via social media has also expanded students’ collective knowledge (Cao & Tian, 2022). Further support for this is given by Cao & Tian (2022) points to a multidimensional look at social media as a tool of diversification of study. With a population of 256 responses for the study, there is empirical study that aims at analyzing the importance of collective knowledge. As such, there is direct reference of social media being important as resource of study especially with link to e-learning opportunities.
E-learning platforms have also emerged due to social media, allowing students to learn from the comfort of their homes. Students also benefit from the site because it allows them to engage with other students on class projects and assignments. As a result, students can help each other with their studies. As a result of these outcomes, social media has helped kids learn and perform better by providing educational resources. It is impossible to overestimate the impact of social media on academic attainment.
Similarly, according to Heffner (2016)’s study, students who feel down about their grades can turn to social media for support. As a result of the internet, students can contact each other and resolve various educational issues. The authors look at multimodal learning opportunities and weight the student performance using their grades as evidence to support the facilitation of knowledge gaining through social media. However, within this study they also agree that there should also be instructional platforms that teach people how to get the most out of social media (Gilbert et al., 2018).
The case study by Benard & Ndzandza (2018) found that the benefits of social media on academic performance are also supported in social media. The researchers compared the merits and demerits of social media platforms on students. They found that college students have gained a great deal in their academics due to the wide availability of academic information on social media. The improvement in academic performance is attributed to exposure to learning materials on social media platforms like YouTube and Facebook. Also, by allowing information sharing between students, social media fostered student-to-student and student-to-educator interactions. Other studies also support social media’s role in bolstering interaction between students and learners. Research has shown that using social media in learning institutions has promoted access to academic resources and collaboration between student and faculty members (
Effects of Social Media Usage on Academic Performance, 2017).

Negative impacts of social media on education performance

According to John & Emefa (2018), the introduction of these tools has had substantial consequences on the negative effects of social media on education. The information on social media has been affected by privacy cases. No obvious negative effects of social media on schooling are presented in this article. Also, while some students use social media to better their performance, some use it for non-academic matters like entertainment and video gaming, which consumes time that could be used for studies (
Effects of Social Media Usage on Academic Performance, 2017). Students sometimes need constant supervision on social media to ensure they use it constructively (Talaue et al., 2017). Therefore, the teachers may have an extra supervision burden monitoring social media use, and performance may decline in the case of colleges and universities.

Advantages and Disadvantages

The articles selected for the literature review provide social media’s benefits and detriments on student education performance. According to the studies, access to social media encourages collaboration between students and their teachers. Increased cooperation promotes information sharing on class issues which contributes to better performance. Also, social media platforms are awash with learning resources. Therefore, students can access classroom information from social media platforms to bolster their performance. Applications like YouTube have many learning videos where students can consult further to enhance their understanding of the different concepts. Despite these benefits, using social media can be detrimental to students because many are not self-directed. For instance, many students consider social media platforms as sites for video games, chatting, and connecting with friends. Subsequently, they will rarely use social media for academic performance. Consequently, social media can result in maximum academic benefits when students are self-directed or monitored by students and parents. Studies are therefore needed to explain how students’ use of social media platforms can be controlled to make it productive.
Research Question and Hypothesis
In consideration of the discussion, it can be seen that there are both advantages and disadvantages in use of social media for student. The unusual ways of looking the impact of social media to the student performance is this through raising the research question, whether the advantage of using social media outweighs the disadvantage in student. Therefore, the paper will aim at comparatively analysis of the impact of social media to student performance.

Conclusion

To summarize, using social media in the classroom has a significant impact. Although there are some downsides, the benefit surpasses them. As a result of the ease with which students may now communicate via social media, new sources of knowledge are becoming available. Social media is the only way to perform research and other tasks at a tertiary institution. To maximize the benefits of social media, educational channels should be built that teach students how to use it effectively (Borah et al., 2022).

References

Bernard, K. J., & Ndzandza, P. E. (2018). EFFECT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE OF STUDENTS IN GHANAIAN UNIVERSITIES: A CASE STUDY OF UNIVERSITY OF GHANA, LEGON. Retrieved from
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=4687&context=libphilprac

Borah, P. S., Iqbal, S., & Akhtar, S. (2022). Linking social media usage and SME’s sustainable performance: The role of digital leadership and innovation capabilities.Technology in Society,68, 101900.
Cao, G., & Tian, Q. (2022). Social media use and its effect on university students learning and academic performance in the UAE.Journal of Research on Technology in Education,54(1), 18-33.
Chaker, N. N., Nowlin, E. L., Pivonka, M. T., Itani, O. S., & Agnihotri, R. (2022). Inside sales social media use and its strategic implications for salesperson-customer digital engagement and performance.Industrial Marketing Management,100, 127-144.
Cohen, S., Kamarck, T., & Mermelstein, R. (1983) “A Global Measure of Perceived Stress,” in
Journal of Health and Social Behavior, Pg 385-396.

Effects of Social Media Usage on Academic Performance. (2017, November 8). Retrieved from

https://newlearningtimes.com/cms/article/4805/effects-of-social-media-usage-on-academic

Gilbert, M, T., Alsaad, A., alrushaidan, N., alhugai, A., Alfa had, S. (2018). THE IMPACT OF social media on academic performance of selected college students

http://aircconline.com/ijait/V8N5/8518ijait03.pdf

Heffner, Tara. (2016). “The effects of social media use in undergraduate students” Theses and Dissertations. 1440.
http://rdw.rowan.edu/etd/1440

John, B, K., & Emefa, D, P. (2018). Effect of social media on the academic performance of students in Ghanaian universities: a case study of the University of Ghana, legion.
Perceived Stress Scale. (n.d.). Retrieved April 30, 2019, from

https://www.mindgarden.com/132perceived-stress-scale#horizontalTab3

Sheldon Cohen & Gail Williamson, (1988). “Perceived Stress in a Probability Sample of the United States,” in
Social Psychology of Health, ed. S. Spacapan & S. Oskamp

Talaue,G., Alsaad,A., Alhugail,A., & Alfahhad,S. (2018). THE IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE OF SELECTED COLLEGE STUDENTS. Retrieved from

http://aircconline.com/ijait/V8N5/8518ijait03.pdf 1

Introductory paragraph

My name
PSY-22TW5
Dr DeLinda. Terry
September 14 2022

Hello participants,
I am writing to inform you about a research study that you have a choice to take part in. I am conducting the research as an academic requirement and you have been chosen to answer the questions to the best of your ability. The study is being done to learn more about the effects of social media on academic performance for college students. The reason is to establish the relationship between academic performance and social media addiction among college students. Taking part in the research is optional and follow the terms and conditions. The research provides you with a consent form explaining the research in details. 4

Methods

name
PSY-22TW5
Dr DeLinda. Terry
September 28, 2022

Methods

Participants

The participants of this study comprise of students from Southern New Hampshire University. A sample of 41 participants was selected randomly to enable the study meets the outlined objective. Data was stored in SPSS and the analysis was also conducted in SPSS.

Procedure and Materials

A questionnaire was issued to the participants of the study containing several questions that were answered accurately to enable drawing conclusions for this study. Participants were given identity numbers based on the sequence in which they were given the questionnaire. Participants were first grouped into 3 categories based on the type of noise they were subjected to during an exam. Some were categorized into rock music, others into classical music and the remaining into white noise. Participants reported whether they had high experience or low prior math experience. Those participants who had taken three or more college math courses were classified as being high in math experience, whereas participants who had taken fewer than three were classified as being low. 1 = high and 2 = low. Anxiety level during the test was measured using Hamilton Anxiety Scale (HAM-A) where the anxiety levels reported ranged from 0-50 with 0 being low levels and 50 being high levels of anxiety. Performance was measured using a math test which had scores from 0 to 100 where 0 indicates poor performance and 100 indicates excellent performance.

Data Analysis

Descriptive and inferential analysis were conducted in SPSS and to examine the distribution and relationships that exist in the dataset collected. The dataset was reduced to 41 participants using simple random sampling of the data collected. Table 1 shows the descriptive statistics for the variables in the study.

Table 1

Descriptive Statistics

Analysis indicates that anxiety levels range from 26 to 46 and the mean and standard deviation were 36.93 and 5.70 respectively. Performance scores on math test ranged from 47 to 85 and the mean and standard deviation were 62.34 and 9.12 respectively. According to the frequency table, participants subjected to Rock music were 13, Classical music were 14 and those in white noise were also 14. The participants reported that 19 of them had high experience in math tests while 22 had low.
One way ANOVA was conducted to determine whether the different music sounds had an impact on the results of the students. Analysis was as shown in Table 2.

Table 2

Analysis of Variance

Results indicates that there was a significant difference in performance mean scores between participants in Rock, Classical music and white noise where
F (2, 38) = 4.34,
p = .02, implying significance at .05 level of significance (Warner, 2020).

Reference

Warner, R. M. (2020).
Applied statistics II: Multivariable and multivariate techniques. Sage Publications.

image1.png

image2.png

image3.png 4

Methods

My name
PSY-22TW5
Dr DeLinda. Terry
September 28, 2022

Methods

Participants

Procedure and Materials

Data Analysis

Table 1

Descriptive Statistics

Table 2

Analysis of Variance

Reference

Warner, R. M. (2020).
Applied statistics II: Multivariable and multivariate techniques. Sage Publications.

image1.png

image2.png

image3.png

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