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Wayne Iwaoka Fall 2013-Spring 2014 Dept. of Human Nutrition, Food, and Animal Sciences Machida, Japan

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TENTATIVE COURSE SYLLABUS FSHN 181 (W)—The Chemical Nature of Food (3 credits)

Text: On Food and Cooking: The Science and Lore of the Kitchen. Harold McGee. 2004. Handouts/Readings specifically for Japan:

1. Food Safety in Japan: One Year after the Nuclear Disaster 2. Safety of food from Japan 3. Explanation of Japanese foods 4. Making Tofu

Course Description: Lectures, discussions, and demonstrations of how food components contribute to the functional, sensory, and safety characteristics of foods, and what changes occur in foods due to preparation, processing, and storage. For FSHN 181 taught in Japan, food articles related to Japan will either be passed out, students will be required to read them on the Internet, or students will be able to down load them from Laulima. Prerequisites: None Course Goals: To assist students to understand the structure and properties of the components in foods and how they affect the sensory, functional, and physical characteristics of foods. Also, to understand the physical and chemical changes that occur due to preparation, processing, cooking, and storage. The class will visit local food markets around Machida to observe first hand problems and issues related to food safety, food handling, food processing, and food storage. Course Learning outcomes. Most of the examples below will be related to Japanese foods. At the completion of the course, students will have: 1. Written academic journals following rubric guidelines related to University of Hawaii Study Abroad

learning objectives. 2. Identified major food components and describe their physical and chemical characteristics of foods. 3. Described how common chemical reactions and physical changes alter the observable characteristics

of Japanese foods or food components. 4. Explained how minor food components affect the sensory and physical characteristics of foods. 2. Explained the rationale for various food preparation steps and their effect on the quality of the final

food product. 3. Described how food safety can be compromised through improper food handling storage, and

preparation. 4. Compared similarities and differences of traditional U.S. food ingredients with those of Japanese food

ingredients Course Format: 1. This course will have daily small group and class discussions based on completed homework

assignments. There will be some lectures clarifying concepts and sensory evaluation of different Japanese foods.

2. There will be three exams administered during the course of the semester. All examinations will be “open-book.”

3. Students are required to submit one journal entry per week on what they learned/observed. Journals will be graded according to the attached rubric.

4. Students will be required to write a 6-page term paper on some aspect of Japanese food handling, storage, or preservation or on a particular food product commonly eaten in Japan. See Guidelines for writing term paper.


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Student Responsibilities: 1. Students are expected to read appropriate sections in the text and other reference material to

contribute to class and group discussions and for journal write-ups. 2. Students must participate in discussions (group or whole class) on questions presented for each class

topic. Students will also be expected to make oral presentations individually or in groups. 3. Students are expected to attend all class sessions. Attendance will be taken and will be worth 5% of

your final grade. 4. Each student will receive a participation grade from other members of his/her group. This will

account for 10% of the final grade (See group grading criteria) 5. If a student is ill when an exam is scheduled and has notified the instructors prior to the exam, a

make-up exam will be given at a time mutually agreeable to the student and the instructor. If no arrangements have been made, no make-up exams will be given.

6. Students will be required to write one journal entry per week on material relevant or related to FSHN 181 (12 journal entries total), including ethnic foods, food safety, and prepared and processed foods in the local markets. Journals written for the week must be handed in on the first day of class of the following week. The journal grade will be determined as outlined in the Academic Journal information sheet.

Course Grading: Hourly Exams (3 X 100) 450 points Term paper 200 points Journal Entries 200 points Class attendance/participation 50 points Homework 100 points Total Points 1000 points Grading Scale: 900 – 1000 points A 800 – 899 points B 700 – 799 points C 600 – 699 points D <600 F Students will be provided the mean and range of scores for each hourly exam and/or assignments in order that each student may have information related to his/her standing in the course. A student may meet any time in the semester with the instructors to clarify test grades or standing in the course.


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Academic dishonesty (excerpted from UHM Student Conduct Code) “Because UHM is an academic community with high professional standards, its teaching, research, and service purposes are seriously disrupted and subverted by academic dishonesty. Such dishonesty includes cheating and plagiarism as defined below. Ignorance of these definitions will not provide an excuse for acts of academic dishonesty. 1. Cheating includes but is not limited to giving or receiving unauthorized assistance during an

examination; obtaining unauthorized information about an examination before it is given; submitting another’s work as one’s own; using prohibited sources of information during an examination; altering the record of any grade; altering answers after an examination has been submitted; falsifying any official University record; or misrepresenting of facts in order to obtain exemptions from course requirements.

2. Plagiarism includes but is not limited to submitting, in fulfillment of an academic requirement, any

work that has been copied in whole or in part from another individual’s work without attributing that borrowed portion to the individual; neglecting to identify as a quotation another’s idea and particular phrasing that was not assimilated into the student’s language and style or paraphrasing a passage so that the reader is misled as to the source; submitting the same written or oral or artistic material in more than one course without obtaining authorization from the instructors.

3. “Disciplinary sanctions. One or more of the following sanctions may be imposed whenever a student

is found to have violated any of the rules contained in the Conduct Code: Warning, probation, restitution, rescission of grades, suspension, expulsion.”

Syllabus Revised: January 2013


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FSHN 181 - The Chemical Nature of Food Tentative Course Outline

Fall, 2013 and Spring, 2014

Date Reading Assignments (McGee) Readings (Japanese topics) Wk 1 Introduction of students, student assistants.

Syllabus, course outline, journal requirements, oral presentations, exams, and grading system. Problem solving techniques. McGee Introduction. Pp 1 – 5 McGee Appendix: A chemistry primer. Pp 811 – 818

Wk 2 Chapter 15. The Four Basic Food Molecules Pp 792 Chapter 14. Cooking Methods and Utensil materials Pp 777 Wk 3 Chapter 4: Fish and Shellfish Sashimi, puffer fish, unagi and Fish: health, hazards, quality, raw, cooking Pp 181 – 217 other fishes Wk 4 Chapter 4: Fish and Shellfish: salmon eggs, flying fish Shellfish, preserved fish and shellfish, eggs Pp 218 – 240 eggs, sea urchin organs Wk 5 Mid term Exam (Appendix, Chapters 4, 14, 15) Chapter 5 Edible plants: An introduction to Fruits, Shoyu Vegetables, Herbs and Spices Health, composition Pp 245 – 260 Wk 6 Chapter 5 Edible plants: An introduction to Fruits Japanese pickled veggies Vegetables, Herbs and Spices (tsukemono, ume, etc.) Essential nutrients, toxins, food poisoning Pp 245 – 260 Composition, handling and storage Pp 261 – 277 Cooking and preservation of fruits & veggies 278 – 298 Wk 7 Chapter 3 Meat Yakitori, yakiniku, teriyaki Health, controversies, hormones, spoilage: Pp 121 – 147 and other meat and poultry Cooking, sausages, preserved meats: Pp 147 – 178 dishes Wk 8 Chapter 1 Milk and Dairy Products Japanese yogurt Nutrients, milk biology & chemistry Pp 8 – 39 Fresh and fermented milk & creams, cheese Pp 44 – 66 Week 9 Chapter 2 Eggs Egg biology and chemistry, food safety Pp 69 – 83 tamago meshi and other Chemistry of egg cooking Pp 84 – 116 egg dishes (coagulation, meringues, custards, preservation) Week 10 Mid term Exam (Chapters 5, 3, 1, and 2) Chapter 9: Seeds Grains, Legumes, and Nuts Edamame, beansprouts, kuri Seed as food, health, composition Pp 452 – 460 and other legumes and nuts Week 11 Chapter 9: Seeds: Grains, legumes, and nuts Tofu, natto, Grains and cereals, legumes and beans,


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(Pp 461 – 483) Date Reading Assignments (McGee) Readings (Japanese topics)

Week 12 Nuts and other oil rich seeds (Pp 501 – 513) chestnuts, Week 13 Topic to be determined by students for last two weeks from among the following: wine, beer, tea, coffee, chocolates, etc. Week 14 Topic to be determined. Week 15 Final examination


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FSHN 181 – The Chemical Nature of Food Journal writing and Journal Grading Criteria

What is an academic journal? A journal is a place to practice writing and thinking (use your class notes and readings to refresh your memory). It differs from a diary in that it should not be merely a personal recording of the day's events. It differs from your class notes in that it should not be merely an objective recording of academic data. Think of your journal rather as a personal record of your educational experience in our class at Oberlin, unique cultural experiences in Japan, or in a discussion with fellow students. What to Write. First, write a very brief summary (1 – 2 sentences that capture the essence) of the contents of the group discussion, reading material, newspaper articles, handouts, eating experience, or a field trip that you participated in. Examine what was observed, written or stated, and use your journal to argue against the ideas, readings, and statements, or comments by the instructor as to what was stated, done in class, or experienced on a field trip. You are allowed to express confusion as well as explore possible solutions to problems raised in the course. For each journal topic, you must identify and include how your own cultural values and biases differ from those who belong to another culture (Japanese, other cultures) and how your values might differ from theirs. When to Write. Write a journal entry as soon as possible after a class session, after you have completed your reading assignment or after a field trip. It is important to develop the habit of writing a journal entry even when you are not in an academic environment. Good ideas, questions, etc., don't always wait for convenient times for you to record them. How to Write. You should write using whatever style is comfortable. The point is to think, develop, and write on paper without worrying about the mechanics of writing. The quantity you write is as important as the quality. Your position or stance may be completely different from the instructor; however, that does not affect the grade you receive. Develop your thoughts as fully as possible (See guidelines on next page). Also, there will be no docking of points for poor writing or grammar. However, there should be no spelling errors! Use your spell-check! Mechanics. 1. Use a word processor and a separate sheet for each entry. You should have a minimum of at least 1 ½

pages per entry, double spaced with a minimum of a 1 inch margin on each side, top and bottom (more pages are acceptable). Title each entry.

2. Your journal entry must be turned in on the first class period of the following week. No journals will be accepted after the due date.

3. I will read or make comments on your journal entries. None of the dialogue with you will affect how much your journal is "worth."

4. Each journal entry will receive a score of 0 – 8 based on a content statement and a reaction to that content issue (See Table on the next page for grading criteria).

5. Store the returned journal entries in a 3-hole folder. 6. You are responsible for writing one journal entry per week for the period September 2013 – January

2014. This will amount to a total of 14 journal entries out of a 15-week Oberlin semester. Final requirements for the journal. READ over the journals you wrote for the past semester and look for trends, repeated comments by you, me, significant observations, etc. To complete your journal folder (1) put page numbers, (2) make a table of contents, (3) write an introduction to the journals (one page), and (4) write an evaluation of its worth to you (at least two pages). Compile all your semester entries together with your final requirements and turn your folder in on January __, 2014, the last day of lecture class. The final requirements will be worth 10% of the journal grade while the number and quality of the individual journals themselves are worth 90%. Revised 1/5/2013 From Fulwiler, T. 1987. Teaching with writing. Boynton/Cook Publishers


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Table 1. Guidelines for evaluation of journal entries on 1) content (presence of idea(s) developed through facts, examples, judgment, opinions, reasons, feelings, anecdotes, statistics, or explanations) and 2) on explaining how your own cultural value and biases affect your ability to work with others or affect the decisions you make for yourself.

Score Descriptions of the writing that describe each score. 9 – 10

Excellent or superior level

of thinking and writing

Substantial, specific, and/or illustrative content demonstrating strong development & fairly sophisticated ideas. Advances a judgment/opinion that demonstrates a comprehensive grasp of the significant ideas of the readings, experiment, or discussion topic. Identifies and assesses the impact of most of the perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing readily comprehensible, requiring no interpretation on the part of the reader. Cultural values and biases clearly identified and defined; how your decisions or ability to work with others because of your values and biases are clearly articulated and developed.

6 – 8 Satisfactory or average

level of thinking and

writing

Sufficiently developed content with adequate elaboration or explanation. Advances a judgment/opinion that demonstrates a fairly good grasp of the significant ideas of the readings, the experiment, or the discussion topic. Identifies and assesses the impact of some of the perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing comprehensible, requiring minimal interpretation on the part of the reader. Cultural values and biases somewhat identified or defined; how your decisions or ability to work with others because of your values and biases are not fully explained.

3- 4 Limited or

minimal level of thinking and writing

Limited, superficial, or minimal content with inadequate or no explanation or elaboration. Advances a judgment/opinion that demonstrates a partial grasp of the significant ideas of the readings, experiments, or topic of discussion. Has difficulty in identifying and assessing the impact of perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing mostly comprehensible, ideas somewhat developed, requiring interpretation on the part of the reader. Cultural values and biases not well identified or defined; how your decisions or ability to work with others because of your values and biases are hardly explained.

1 – 2 Poor or lack of thinking and writing

Minimal content and/or content undeveloped. No elaboration or explanation. Advances a judgment/opinion that demonstrates a complete lack of comprehension of the significant ideas of the readings, the experiment, or the topic of discussion. Cannot identify and assess the impact of perceived ambiguities, nuances, and complexities within the text, experiment or discussion. Writing difficult to understand and requiring much interpretation on the part of the reader. Cultural values and biases not mentioned or very underdeveloped; how your decisions or ability to work with others because of your values and biases barely mentioned or very undeveloped.

0 Did not respond to the assignment.


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FSHN 181 – The Chemical Nature of Food Term Paper Assignment guidelines

Fall, 2013/Spring 2014 Guidelines and deadlines for a Japanese specialty food paper. Background: There are few skills that are more important than the ability to communicate effectively. The opportunity to obtain a promotion or attain management status after securing an entry-level position is greatly increased for any individual who can communicate technical concepts succinctly to a non-scientist or a manager. For a number of reasons, the skills required for this type of written communication traditionally do not receive a great deal of attention in the classroom. The requirement for this paper is designed to improve this skill. Topics: Any current topic of your choice that relates to a Japanese specialty food is appropriate; if it can relate to the same Japanese and American food, that would be even more appropriate. Format Full pages of double spaced text. Each paper should have an introduction, background or historical information, evolution over

time, current perspective. Include any other pieces of information that you think might be relevant to your readers.

Reference citations (at least 5) should follow the format from J. of Food Science. All references should be typed on the 6th page. The following are key items that should be kept in mind when preparing your paper: Don't write for a professor. Give your audience a reason not only to start but to finish your article Assume your audience is intelligent and well educated Don't use technical jargon and only include what your readers need or might want to know (your

readers can look up your reference citation if they want the more technical information). Grading: 80% of the grade will be based on the quality of the final paper that you submit. 20% of the grade will be based on your critique of another student's paper. Criteria for evaluating and commenting on papers are attached on the next page. Deadlines Date (To be finalized at later date) 1. Selection of topic TBD once the semester schedule is determined 2. First draft due to your fellow student TBD

and to the instructor 3. Final paper due TBD A 10% reduction in your grade will be assessed each time if your critique is handed in after the above deadline. Some suggested topics 1. Tofu 2. Safety of Japanese food (radiation safety) 3. Natto 4. fugu 5. sake 6. shoyu


FSHN 181 The Chemical Nature of Food Guidelines for Peer Critique

A. Revising Revision is the process of looking over what you have written and making substantial changes in such areas as organization, voice, argument, thesis, evidence, etc. Revision involves a careful rethinking of purpose and a reconsideration of audience. Think about the following questions as you revise or help another revise: 1. Is evidence used to support generalizations? (Look for examples, specific details, concrete description, etc.

Are all the examples supportive of the general statement?) 2. Did the author summarize the main points of each section (Introduction, Materials and Methods, etc.) in a

sentence or two? B. Editing Editing is the process of fine-tuning one's writing. In transactional writing, belief and clarity are essential: a carefully revised paper will have all the necessary components for creating belief. A carefully edited paper will make that clear. In editing, a writer pays attention to sentence-level matters of word choice, tone, economy, and precision. Think about the following questions as you edit: 1. Have you cut all the dead wood from your sentences? ("It is interesting to note that editing is easy.") 2. Can you use a smaller word where you have used a big one? ("Can you utilize this worksheet?") 3. Have you used the most precise word or term that you can? (Will your audience understand it?) 4. Do you find any clichés in your sentences? ("Can you cut through the red tape and get on the ball?") 5. Can you combine any sentences to avoid repetition? ("The food is very soft. It has a greenish color on the

surface. It has mold growing on it.") 6. Do you have any one-sentence paragraphs? Do not write one-sentence paragraphs. 7. Are your references, documentation, and calculations complete and precise? 8. Have you proofread the paper for punctuation, spelling, and typos? 9. Were the references cited adequately and in proper form? Were all the citations in the text listed in the

Reference section? C. More guidelines and thoughts Check this section each time you review a fellow writer's work. 1. Always begin by seeing if the writer has something he or she wants to know from you about the paper. 2. Your role should be to assist your fellow writer in expressing her or his ideas. Don't get caught up in

providing critical evaluations of each statement (or paragraph), and don't re-write the paper. 3. Read as a reader, rather than as a critic. Describe how you react to the piece: if there's something you don't

like or don’t understand, say why, rather than "I don’t understand what you mean” or "This is wrong." 4. Remember that you always have something to offer: it needn't be in the form of advice; if the paper seems

successful as is, your saying just that and the reason WHY may matter a good deal (and may be as astute as any set of suggestions).

Some other questions: 1. Do you find each idea or topic in the paper engaging?

o Did you get lost somewhere along the way? o Did you find yourself presented with points that had already been made clear to you (repeated

from before)? 2. Do the style, diction, and point of view seem appropriate to the kind of idea that's being considered? 3. Does the paper's structure allow evidence and information to be presented compellingly? o Do you find yourself wanting points to be more thoroughly illustrated: Does the evidence or the

way the data are presented seem to you inadequate to the point that's being made? o Is too much evidence presented for points you are ready to accept? Does the main point seem to

you less interesting than the evidence that is used to support it?

GIVE your fellow writer a grade, based on the following rubric on the next page:


Writing Evaluation Rubric

ORGANIZATION

20-18 EXCELLENT TO VERY GOOD: Sequence of ideas (paragraphs) in the paper is clear, logical, and complete; paragraphs have topic sentences, transitions, and are internally coherent.

17-14 GOOD TO AVERAGE: Minor weaknesses in overall organizational pattern and/or paragraph structure (e.g., some irrelevant ideas/paragraphs included; some ideas omitted or not fully developed; some paragraphs with no major point).

13-10 FAIR TO POOR: Major weaknesses in organization and/or paragraph structure (e.g., frequent digressions; few transitions; serious omissions or underdevelopment).

9-7 VERY POOR: lack of overall organization and/or absence of coherent paragraphs (e.g., no explicit relationships among ideas in the paper; many one-sentence paragraphs, etc.).

VOCABULARY

20-18 EXCELLENT TO VERY GOOD: Vocabulary of sophisticated range; effective use of word/idiom choice and usage, word form mastery, appropriate register.

17-14 GOOD TO AVERAGE: Vocabulary shows adequate range; occasional errors of word/idiom form, choice, and usage, but meaning is not obscured.

13-10 FAIR TO POOR: Vocabulary has limited range, frequent errors of word/idiom form, choice, usage; meaning is confused or obscured.

9-7 VERY POOR: Vocabulary is essentially translation; clear projection from English.

LANGUAGE USE

25-22 EXCELLENT TO VERY GOOD: Good construction of sentences, including proper word order, referents, subject-verb agreement, parallel structure, modifier and clause placement; few errors of agreement, tense, number, articles, pronouns, prepositions.

21-18 GOOD TO AVERAGE: Minor weaknesses in grammar; few grammatical errors that, in the context of the essay, cause the reader some distraction; effective but simple constructions; several errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning seldom obscured.

17-11 FAIR TO POOR: Major weaknesses in grammar that cause the reader significant distraction; frequent errors of negation, agreement, tense, number, word order/function; frequent errors of articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning is confused or obscured; reads like a translation from English.

10-5 VERY POOR: Poor grammar; virtually no mastery of sentence construction rules; dominated by errors; does not communicate.

MECHANICS

10-9 EXCELLENT TO VERY GOOD: Shows mastery of conventions of spelling, punctuation, capitalization, paragraphing, and accent marks.

8-7 GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, and accent marks, but meaning is not obscured.

6-5 FAIR TO POOR: Frequent errors of spelling, punctuation, capitalization, paragraphing, and accent marks; meaning is confused or obscured.

4-2 VERY POOR: Shows no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, and accent marks.

Developed by WTI: 11-3-08; revised 11/10/2010


FSHN 181 – The Chemical Nature of Food Rubric for evaluation of written paper

Performance Scale 5 .... Work is exceptional, excellent skills apparent 3 .... Work is competent, meeting minimum requirements; adequate skills apparent, but additional instruction/practice required. 1 .... Work is underdeveloped or incomplete. 0 .... Work is unacceptable. 5 3 1 0 Mechanics Spelling _____ _____ _____ _____ Grammar _____ _____ _____ _____ Punctuation _____ _____ _____ _____ Sentence structure _____ _____ _____ _____ Format Tables/diagrams, if applicable _____ _____ _____ _____ References/citations _____ _____ _____ _____ Paper Organization/Document Structure Introduction is well-written, with transition to body _____ _____ _____ _____ Conclusion provides closure to paper _____ _____ _____ _____ Writing Style Academic tone (i.e. absence of contractions, appropriate vocabulary, written in third person No I/we or you) _____ _____ _____ _____ Maintains reader’s interest _____ _____ _____ _____ Substance Highly informative/sufficiently detailed _____ _____ _____ _____ Sufficient number of sources cited _____ _____ _____ _____ Each bit of factual information clearly cited (or must reader guess origin of the information?) _____ _____ _____ _____ Appropriate Supporting Materials _____ _____ _____ _____ Logic All sentences clearly written _____ _____ _____ _____ All sentences cohesive with one another _____ _____ _____ _____ *Adapted from the Food Science and Human Nutrition Department Assessment Website, Iowa State University www.fshn.hs.iastate.edu/outcomes/faculty/measures.php. April 30, 2009


FSHN 476 (W)—Cultural Aspects of Food Habits (3 credits) Texts/booklets/articles: Primary text: Japanese Foodways, Past and Present. University of Illinois Press, Urbana, Chicago and Springfield. 2010. Supplemental reading:

1. To be determined Course Description: Study of eating from behavioral perspectives. Implications for health practioners and health education (and for anyone interested in food and culture). Pre-requisites: Two classes from ANTH or SOC or consent. Course learning outcomes: By the end of the course, students will have: 1. Written academic journals following rubric guidelines related to University of Hawaii Study Abroad

learning objectives. 2. Read, analyzed, discussed, and evaluated topics in Japanese Foodways: Past and Present and be able to

explain how his/her food cultural biases can affect his/her ability to interact and understand individuals from another culture.

3. Learned and practiced facilitation skills while discussing issues in groups. 4. Read and critically analyzed Japanese culture and food articles (see below).

Course Format: Most of the class period will be spent in discussion of topics and issues raised in the text or assigned readings. Each student is expected to 1) read and understand appropriate sections in the text and other reference materials, 2) come to class with written answers/proposals/suggestions on the assignments, and 3) be prepared to share and discuss this information with group members. Sharing the group findings and leading a discussion towards the end of class will be expected of all students.

Information on participation/attendance: 1. Students must participate in small group and class discussions. 2. Attendance will be taken five minutes after the beginning of class. If you arrive later than five minutes

after the class has started, you will be marked absent. Assignments, guidelines, expectations, and requirements: 1. Daily assignments. Each group member must come to class prepared with type-written answers (with

reference citations if appropriate) to discuss the topic of the day (usually a reading from the class text or from a journal, newspaper, or magazine article), etc. See Guidelines on how to prepare homework for class discussion. Your contributions to the group will be collected at the end of the class period. These will be graded as homework assignments.

2. Examinations. There will be two examinations during the course of the semester. You may consult with your group members for possible answers but each person must submit his/her own answers to the questions. There will be no final examination.

3. Academic journals. Each student will be required to write one (1) journal entry per week on material relevant or related to FSHN 476. Journals must be turned in at the beginning of the first class of the week. See Academic Journal Information sheet for more information.

4. Each student, as part of a group, will be required to make weekly oral presentations to the class explaining the results/conclusions of his/her group’s decisions/findings/conclusions.

5. Term paper: Each student will write a 5-page paper on a particular Japanese cultural custom of his/her choice that he/she has experienced, heard about, or want to know more about. See page 7 for more information and page 8 for grading rubric.

6. Late examinations and late journal entries will not be accepted after the due date (except under extenuating circumstances).

NOTE: Every effort has been made to insure that the material in this syllabus is accurate and complete. However, occasional changes must be made to the printed outline and syllabus. The instructor reserves the


right to make any changes in the contents of this syllabus that is deemed necessary or desirable. These changes, if any, will be announced as soon as the need for them becomes apparent. Course Grading: Two examinations 300 points Written report 200 points Journal Entries 200 points Attendance/participation 100 points Homework (diagnostic learning logs) 200 points Total Points 1000 points Grading Scale (percent): 900 – 1000 points A 800 – 899 points B 700 – 799 points C 600 – 699 points D <600 F Students will be provided the mean of scores and the range of the examinations, journals, and written report in order that each student may have information related to his/her standing in the course. A student may meet any time in the semester with the instructors to clarify test grades or standing in the course. Academic dishonesty (excerpted from UHM Student Conduct Code) “Because UHM is an academic community with high professional standards, its teaching, research, and service purposes are seriously disrupted and subverted by academic dishonesty. Such dishonesty includes cheating and plagiarism as defined below. Ignorance of these definitions will not provide an excuse for acts of academic dishonesty. 1. Cheating includes but is not limited to giving or receiving unauthorized assistance during an examination;

obtaining unauthorized information about an examination before it is given; submitting another’s work as one’s own; using prohibited sources of information during an examination; altering the record of any grade; altering answers after an examination has been submitted; falsifying any official University record; or misrepresenting of facts in order to obtain exemptions from course requirements.

2. Plagiarism includes but is not limited to submitting, in fulfillment of an academic requirement, any work

that has been copied in whole or in part from another individual’s work without attributing that borrowed portion to the individual; neglecting to identify as a quotation another’s idea and particular phrasing that was not assimilated into the student’s language and style or paraphrasing a passage so that the reader is misled as to the source; submitting the same written or oral or artistic material in more than one course without obtaining authorization from the instructors.

3. “Disciplinary sanctions. One or more of the following sanctions may be imposed whenever a student is

found to have violated any of the rules contained in the Conduct Code: Warning, probation, restitution, rescission of grades, suspension, expulsion.”


FSHN 476 – Cultural Aspects of Food Habits Tentative Course Outline (Japanese readings topics subject to change)

Fall, 2013/Spring 2014

Date Reading Assignments (from Japanese Foodways) Readings (Japanese & related topics) Wk 1 Introduction of students. Explanation of syllabus,

course outline, journal requirements, exams, and grading system, critical analysis and problem solving Introduction: page 1 – 15.

Part I. Early Modern Japan Ch. 1 Honzen Dining: Meals in Late Medieval & Early Modern Japan

Wk 2 Ch 2. Table Manners in the Edo period Ch 3. Kaiseki cuisine Wk 3 Ch 4. Meat eating in the Kojimachi District of Edo Wk 4 Ch 5. Wine-drinking Culture in Seventeenth-century Japan: The Role of Dutch Merchants Wk 5 Mid term examination Part II. Modern Japan Ch. 6. Domestic cookbooks in modern Japan Wk 6 Ch. 7. Imperial Cuisines in Taisho Foodways Wk 7 Ch 8. Beyond Hunger: Grocery Shopping Wk 8 Ch 9. Ramen and US Occupation Policy Wk 9 Ch 10. Bento: Boxed Love, Eaten by the Eye Wk 10 Part III. Contemporary Japan Ch 11. Mountain Vegetables and the Politics Wk 11 Ch 12. Reinventing Culinary Heritage in Northern Japan: Slow Food and Traditional Vegetables Wk 12 Ch 13. Ramen Connoisseurs: Class, Gender and the Internet Wk 13 Ch 14. Irretrievably in Love with Japanese Cuisine Wk 14 To Be Announced. Wk 15 Final Examination week


Guidelines for preparing assignments for class discussion using diagnostic learning logs

DESCRIPTION. Diagnostic Learning Logs are essentially limited, tightly focused versions of the academic journals for which most of you are familiar. In these logs, students keep records of each class or assignment. When responding to class readings, students write one list of the main points covered that they understand and a second list of points that were unclear. For assessment of learning, students record problems encountered or errors made, as well as of excellent and successful responses. This technique allows students to recognize, document, diagnose, and suggest remedies for their own learning difficulties in specific situations. A. Pre-discussion assignment. This assignment must be completed before the discussion of the article(s). Please have this sheet printed when you come to class. If you don’t have a printer at home, please bring in a thumb drive and have it printed in the computer room. 1. List five (5) or more of the most important pieces of information you learned from the reading(s). Why do

you feel these are important points in the reading (briefly)? Give specific examples. 2. List three (3) or more points that are unclear to you. Where possible, give specific reasons why they are

unclear. 3. Write some questions that you need answers to before you can understand the points listed in 2. Where

possible and not in spending an inordinate amount of time searching, see if you can find the answers to the questions you posed in #2 above.

4. On this sheet, make comments to yourself, "aha's" that came to you during the discussion, your thoughts on someone's response to a question, etc. In your small group or large class discussion, keep track of the kind of responses you made. Were your responses questions, thoughtful comments, different examples, clarification points, counter points or disagreements? Were your comments “successful” or unsuccessful (i.e. you completely missed the point)?

5. Turn this sheet in as your homework assignment at the end of the class period. B. Your assessment of learning. Please save all your homework assignments. Your assessment of your own learning in this course will be done twice during the semester; once after the 6th week of class and one at the very ending of class. Look at all the homework worksheets handed back to you. Write a short summary paragraph evaluating your successful and not so successful responses. Keep this summary of your assessment of your learning to one page. 1. First, focus on your strengths/successful responses. What kind of responses did you provide for the

important pieces of information? Were they something to do with technical knowledge questions? Were they questions that looked at the material in a completely different way? Were you right on target?

2. For the not so successful responses. See if you can categorize the types of not-so-successful responses. Did you feel you missed the point? Did you misunderstand the question/comment of others? If you misunderstood what the other person said, were you concentrating on that person's answer, not listening, or thinking about what response you would make?

C. Feedback. I will attempt to assist you in your learning by providing comments on the following: 1. Doesn't identify successful or unsuccessful responses. 2. Identifies but doesn't diagnose causes of successful or unsuccessful responses. 3. Identifies and diagnoses, but doesn't offer solutions. 4. Identifies, diagnoses, and offers solutions You are welcome to disagree or refute comments or response I provide. At different times in the semester, I will ask if there are questions you should be answering (that I am not asking), if we should be eliminating questions, or modifying questions so that more learning occurs

.


FSHN 476 Cultural Aspects of Food Habits Journal writing and Journal Grading Criteria

What is an academic journal? A journal is a place to practice writing and thinking (use your class notes and readings to refresh your memory). It differs from a diary in that it should not be merely a personal recording of the day's events. It differs from your class notes in that it should not be merely an objective recording of academic data. Think of your journal rather as a personal record of your educational experience in our class at Oberlin, unique cultural experiences in Japan, or in a discussion with fellow students. What to Write. First, write a very brief summary (1 – 2 sentences that capture the essence) of the contents of the group discussion, reading material, newspaper articles, handouts, eating experience, or a field trip that you participated in. Examine what was written or stated, and use your journal to argue against the ideas, readings, and statements, or comments by the instructor as to what was stated, done in class, or experienced on a field trip. You are allowed to express confusion as well as explore possible solutions to problems raised in the course. For each journal topic, you must identify and include how your own cultural values and biases differ from those who belong to another culture (Japanese, other cultures) and how your values might differ from theirs. When to Write. Write a journal entry as soon as possible after a class session, after you have completed your reading assignment or after a field trip. It is important to develop the habit of writing a journal entry even when you are not in an academic environment. Good ideas, questions, etc., don't always wait for convenient times for you to record them. How to Write. You should write using whatever style that is comfortable. The point is to think, develop, and write on paper without worrying about the mechanics of writing. The quantity you write is as important as the quality. Your position or stance may be completely different from the instructor; however, that does not affect the grade you receive. Develop your thoughts as fully as possible (See guidelines on next page). Also, there will be no docking of points for poor writing or grammar. However, there should be no spelling errors! Use your spell-check! Mechanics. 1. Use a word processor and a separate sheet for each entry. You should have a minimum of at least 1 ½

pages per entry, double spaced with a minimum of a 1 inch margin on each side, top and bottom (more pages are acceptable). Title each entry.

2. Your journal entry must be turned in on the first class period of the following week. No journals will be accepted after the due date.

3. I will read or make comments on your journal entries. None of the dialogue with you will affect how much your journal is "worth."

4. Each journal entry will receive a score of 0 – 8 based on a content statement and a reaction to that content issue (See Table on the next page for grading criteria).

5. Store the returned journal entries in a 3-hole folder. 6. You are responsible for writing one journal entry per week for the period September 2013 – January

2014. This will amount to a total of 14 journal entries out of a 15-week Oberlin semester. Final requirements for the journal. READ over the journals you wrote for the past semester and look for trends, repeated comments by you, me, significant observations, etc. To complete your journal folder (1) put page numbers, (2) make a table of contents, (3) write an introduction to the journals (one page), and (4) write an evaluation of its worth to you (at least two pages). Compile all your semester entries together with your final requirements and turn your folder in on January __, 2014, the last day of lecture class. The final requirements will be worth 10% of the journal grade while the number and quality of the individual journals themselves are worth 90%. Revised 1/5/2013 From Fulwiler, T. 1987. Teaching with writing. Boynton/Cook Publishers


Table 1. Guidelines for evaluation of journal entries on 1) content (presence of idea(s) developed through facts, examples, judgment, opinions, reasons, feelings, anecdotes, statistics, or explanations) and 2) on explaining how your own cultural value and biases affect your ability to work with others or affect the decisions you make for yourself.

Score Descriptions of the writing that describe each score. 9 – 10

Excellent or superior level

of thinking and writing

Substantial, specific, and/or illustrative content demonstrating strong development & fairly sophisticated ideas. Advances a judgment/opinion that demonstrates a comprehensive grasp of the significant ideas of the readings, experiment, or discussion topic. Identifies and assesses the impact of most of the perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing readily comprehensible, requiring no interpretation on the part of the reader. Cultural values and biases clearly identified and defined; how your decisions or ability to work with others because of your values and biases are clearly articulated and developed.

6 – 8 Satisfactory or average

level of thinking and

writing

Sufficiently developed content with adequate elaboration or explanation. Advances a judgment/opinion that demonstrates a fairly good grasp of the significant ideas of the readings, the experiment, or the discussion topic. Identifies and assesses the impact of some of the perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing comprehensible, requiring minimal interpretation on the part of the reader. Cultural values and biases somewhat identified or defined; how your decisions or ability to work with others because of your values and biases are not fully explained.

3- 4 Limited or

minimal level of thinking and writing

Limited, superficial, or minimal content with inadequate or no explanation or elaboration. Advances a judgment/opinion that demonstrates a partial grasp of the significant ideas of the readings, experiments, or topic of discussion. Has difficulty in identifying and assessing the impact of perceived ambiguities, nuances, and complexities within the text, experiment, or discussion. Student writing mostly comprehensible, ideas somewhat developed, requiring interpretation on the part of the reader. Cultural values and biases not well identified or defined; how your decisions or ability to work with others because of your values and biases are hardly explained.

1 – 2 Poor or lack of thinking and writing

Minimal content and/or content undeveloped. No elaboration or explanation. Advances a judgment/opinion that demonstrates a complete lack of comprehension of the significant ideas of the readings, the experiment, or the topic of discussion. Cannot identify and assess the impact of perceived ambiguities, nuances, and complexities within the text, experiment or discussion. Writing difficult to understand and requiring much interpretation on the part of the reader. Cultural values and biases not mentioned or very underdeveloped; how your decisions or ability to work with others because of your values and biases barely mentioned or very undeveloped.

0 Did not respond to the assignment.


FSHN 476 Cultural Aspects of Food Habits Term Paper Assignment guidelines

Guidelines and deadlines for Cultural Aspects of Food Habits paper. Background: There are few skills that are more important than the ability to communicate effectively. The opportunity to obtain a promotion or attain management status after securing an entry-level position is greatly increased for any individual who can communicate technical concepts succinctly to a non-scientist or a manager. For a number of reasons, the skills required for this type of written communication traditionally do not receive a great deal of attention in the classroom. The requirement for this paper is designed to improve this skill. Topics: Anything culturally significant that is tied to customs or tradition important to Japan or to the Japanese people is an appropriate choice. A list of suggested topics can be found on the bottom of this page. Format 5 full pages of double spaced text. Each paper should have background information, cultural significance, possible origin, how it’s used,

significance of the item, your individual cultural biases toward that custom, and any other information that you think might be relevant to your reader.

Reference citations (at least 4) should follow the format from J. of Food Science. All references should be typed on the 6th page. The following are key items that should be kept in mind when preparing your paper:

Don't write for a professor Give your audience a reason not only to start but to finish your article Assume your audience is intelligent and well educated Don't use technical jargon and only include what your readers need or might want to know (your

readers can look up your reference citation if they want the more technical information). Grading: 80% of the grade will be based on the quality of the final paper that you submit. 20% of the grade will be based on your critique of another student's paper. Criteria for evaluating and commenting on papers are attached on the next page. Deadlines Date (To be finalized at later date) 1. Selection of topic TBD once the semester schedule is determined 2. First draft due to your fellow student TBD

and to the instructor 3. Final paper due TBD A 10% reduction in your grade will be assessed each time if your critique is handed in after the above deadline. Suggested topics 1. Japanese New Year (customs, traditions, special foods) 2. Significance of mochi in Japanese culture 3. Significance of sake in Japanese culture 4. History and significance of “tempura” in the Japanese culture 5. Tea ceremony and food associated with tea in the Japanese culture 6. Japanese menrui (noodle) dishes 7. Japanese sweets (okashi) in the Japanese culture 8. Significance and history of tsukemono in Japanese culture


FSHN 476 – Cultural Aspects of Food Habits Guidelines for Peer Critique

D. Revising Revision is the process of looking over what you have written and making substantial changes in such areas as organization, voice, argument, thesis, evidence, etc. Revision involves a careful rethinking of purpose and a reconsideration of audience. Think about the following questions as you revise or help another revise: 1. Is evidence used to support generalizations? (Look for examples, specific details, concrete description,

etc. Are all the examples supportive of the general statement?) 2. Did the author summarize the main points of each section (Introduction, Materials and Methods, etc.) in a

sentence or two? E. Editing Editing is the process of fine-tuning one's writing. In transactional writing, belief and clarity are essential: a carefully revised paper will have all the necessary components for creating belief. A carefully edited paper will make that clear. In editing, a writer pays attention to sentence-level matters of word choice, tone, economy, and precision. Think about the following questions as you edit: 1. Have you cut all the dead wood from your sentences? ("It is interesting to note that editing is easy.") 2. Can you use a smaller word where you have used a big one? ("Can you utilize this worksheet?") 3. Have you used the most precise word or term that you can? (Will your audience understand it?) 4. Do you find any clichés in your sentences? ("Can you cut through the red tape and get on the ball?") 5. Can you combine any sentences to avoid repetition? ("The food is very soft. It has a greenish color on

the surface. It has mold growing on it.") 6. Do you have any one-sentence paragraphs? Do not write one-sentence paragraphs. 7. Are your references, documentation, and calculations complete and precise? 8. Have you proofread the paper for punctuation, spelling, and typos? 9. Were the references cited adequately and in proper form? Were all the citations in the text listed in the

Reference section? F. More guidelines and thoughts Check this section each time you review a fellow writer's work. 1. Always begin by seeing if the writer has something he or she wants to know from you about the paper. 2. Your role should be to assist your fellow writer in expressing her or his ideas. Don't get caught up in

providing critical evaluations of each statement (or paragraph), and don't re-write the paper. 3. Read as a reader, rather than as a critic. Describe how you react to the piece: if there's something you

don't like or don’t understand, say why, rather than "I don’t understand what you mean or "This is wrong."

4. Remember that you always have something to offer: it needn't be in the form of advice; if the paper seems successful as is, your saying just that and the reason WHY may matter a good deal (and may be as astute as any set of suggestions).

Some other questions: 1. Do you find each idea or topic in the paper engaging?

o Did you get lost somewhere along the way? o Did you find yourself presented with points that had already been made clear to you (repeated

from before)? 2. Do the style, diction, and point of view seem appropriate to the kind of idea that's being considered? 3. Does the paper's structure allow evidence and information to be presented compellingly?

o Do you find yourself wanting points to be more thoroughly illustrated: Does the evidence or the way the data are presented seem to you inadequate to the point that's being made?

o Is too much evidence presented for points you are ready to accept? Does the main point seem to you less interesting than the evidence that is used to support it?

GIVE your fellow writer a grade, based on the following rubric on the next page:


Writing Evaluation Rubric

ORGANIZATION

20-18 EXCELLENT TO VERY GOOD: Sequence of ideas (paragraphs) in the paper is clear, logical, and complete; paragraphs have topic sentences, transitions, and are internally coherent.

17-14 GOOD TO AVERAGE: Minor weaknesses in overall organizational pattern and/or paragraph structure (e.g., some irrelevant ideas/paragraphs included; some ideas omitted or not fully developed; some paragraphs with no major point).

13-10 FAIR TO POOR: Major weaknesses in organization and/or paragraph structure (e.g., frequent digressions; few transitions; serious omissions or underdevelopment).

9-7 VERY POOR: lack of overall organization and/or absence of coherent paragraphs (e.g., no explicit relationships among ideas in the paper; many one-sentence paragraphs, etc.).

VOCABULARY

20-18 EXCELLENT TO VERY GOOD: Vocabulary of sophisticated range; effective use of word/idiom choice and usage, word form mastery, appropriate register.

17-14 GOOD TO AVERAGE: Vocabulary shows adequate range; occasional errors of word/idiom form, choice, and usage, but meaning is not obscured.

13-10 FAIR TO POOR: Vocabulary has limited range, frequent errors of word/idiom form, choice, usage; meaning is confused or obscured.

9-7 VERY POOR: Vocabulary is essentially translation; clear projection from English.

LANGUAGE USE

25-22 EXCELLENT TO VERY GOOD: Good construction of sentences, including proper word order, referents, subject-verb agreement, parallel structure, modifier and clause placement; few errors of agreement, tense, number, articles, pronouns, prepositions.

21-18 GOOD TO AVERAGE: Minor weaknesses in grammar; few grammatical errors that, in the context of the essay, cause the reader some distraction; effective but simple constructions; several errors in agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning seldom obscured.

17-11 FAIR TO POOR: Major weaknesses in grammar that cause the reader significant distraction; frequent errors of negation, agreement, tense, number, word order/function; frequent errors of articles, pronouns, prepositions and/or fragments, run-ons, deletions; meaning is confused or obscured; reads like a translation from English.

10-5 VERY POOR: Poor grammar; virtually no mastery of sentence construction rules; dominated by errors; does not communicate.

MECHANICS

10-9 EXCELLENT TO VERY GOOD: Shows mastery of conventions of spelling, punctuation, capitalization, paragraphing, and accent marks.

8-7 GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing, and accent marks, but meaning is not obscured.

6-5 FAIR TO POOR: Frequent errors of spelling, punctuation, capitalization, paragraphing, and accent marks; meaning is confused or obscured.

4-2 VERY POOR: Shows no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing, and accent marks.

Developed by WTI: 11-3-08; revised 11/10/2010


FSHN 476 – Cultural Aspects of Food Habits Rubric for evaluation of written paper*

Performance Scale 5 .... Work is exceptional, excellent skills apparent 3 .... Work is competent, meeting minimum requirements; adequate skills apparent, but additional instruction/practice required. 1 .... Work is underdeveloped or incomplete. 0 .... Work is unacceptable. 5 3 1 0 Mechanics Spelling _____ _____ _____ _____ Grammar _____ _____ _____ _____ Punctuation _____ _____ _____ _____ Sentence structure _____ _____ _____ _____ Format Tables/diagrams, if applicable _____ _____ _____ _____ References/citations _____ _____ _____ _____ Paper Organization/Document Structure Introduction is well-written, with transition to body _____ _____ _____ _____ Conclusion provides closure to paper _____ _____ _____ _____ Writing Style Academic tone (i.e. absence of contractions, appropriate vocabulary, written in third person no I/we or you) _____ _____ _____ _____ Maintains reader’s interest _____ _____ _____ _____ Substance Highly informative/sufficiently detailed _____ _____ _____ _____ Sufficient number of sources cited _____ _____ _____ _____ Each bit of factual information clearly cited (or must reader guess origin of the information?) _____ _____ _____ _____ Appropriate Supporting Materials _____ _____ _____ _____ Logic All sentences clearly written _____ _____ _____ _____ All sentences cohesive with one another _____ _____ _____ _____ TOTAL _____ _____ _____ _____ *Adapted from the Food Science and Human Nutrition Department Assessment Website, Iowa State University www.fshn.hs.iastate.edu/outcomes/faculty/measures.php. April 30, 2009

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