This page serves to as a presentation of my annotated bibliographies
Research Annotated Bibliography
(link to my research group's collective annotated bibliography)
#1)
Aleccia, Jonel. "Pesticides In Kids Linked to ADHD." MSNBC.com. 18 May 2010. Web. 14 April 2011. http://www.msnbc.msn.com/id/37156010/ns/health-kids_and_parenting/
In this article, Jonel discuss the correlation between ADHD and pesticide consumption of “common kid-friendly foods.” She discusses how pesticides attack the nervous system and the extensive research done of the relationship between pesticides and ADHD. In addition to covering this topic, she proposes a solution—eating organic and thoroughly washing fruits and vegetables.
#2)
Callahan, Maureen. “How to Buy the Best Organic Food.” CNN Health. 16 June 2009. Web. 20 April 2011. http://articles.cnn.com/2009-06-16/health/best.organic.produce_1_organic-certification-organic-foods-organic-farmers?_s=PM:HEALTH
In this article, Callahan summarizes the history of the organic movement, including its laws, the expansion of organic farming, and the growing need for consumer knowledge about buying organic. She also briefly addresses recent debates including the one over the nutritional value when comparing organic and non-organic. She concludes the article by providing advice for how to shop “at the market” and for how to read organic labels.
#3)
Dellorto, Danielle. "'Dirty Dozen' Produce Carries More Pesticide Residue, Group Says." CNN. 01 June 2010. Web. 14 April 2011 http://articles.cnn.com/2010-06-01/health/dirty.dozen.produce.pesticide_1_pesticide-residue-pesticide-tests-fruits-and-vegetables?_s=PM:HEALTH
CNN summarizes the finding of a group of advocates who searched reports made by U.S. Department of Agriculture and the U.S. Food and Drug Administration in order to collect data regarding pesticide use in crops. Using their findings, they came up with a list of safe and unsafe fruits and vegetables. This article also notes that pesticide regulation is controlled by U.S. Department of Agriculture and the U.S. Food and Drug Administration.
#4)
Fears, Sean. “Monoculture vs. Polyculture Farming Methods.” True Progress. 13 Aug 2008. Web. 20 Apr 2011 http://true-progress.com/monoculture-vs-polyculture-farming-methods-84.htm
In this article, the author discusses the environmental differences between monocultures and polycultures. The author notes the range of benefits involved in polycultures with the only “down side” being the labor involved. While polycultures are not a permanent fix, they involve more beneficial farming practices than monoculture farms.
#5)
Food Inc. Dir. Robert Kenner, Eric Schlosser, and Elise Pearlstein. Magnolia Pictures, 2008. DVD.
In the film Food Inc., filmmaker Robert Kenner addresses some of the current issues related to our food culture. The film exposes the “behind the scene” operations of our culture. Kenner illustrates the practices of industrial farming, more specifically factory farming, and its effects on the environment (less biodiversity, pollution, excessive water use, etc.) and our health (poor working conditions, food-borne illnesses, diabetes, obesity, etc). Kenner expands the issues beyond the discussion of production and consumption, and he exposes the political influence on our food culture (the monopoly of products, the corrupt practices of political leaders, the intentional ‘hiding’ the facts from organizations that were created to protect us, unreported—to the public—genetic engineering and cloning, etc.).
#6)
Infante-Rivard, Claire, and Scott Weichenthal. “Pesticides and Childhood Cancers: An Update of Zahm and Ward’s.” Journal of Toxicology and Environmental Health, 2007. Web. ERIC Database: Rowan Univ. 14 Apr 2011.
A collection of many studies regarding the topic of childhood brain cancer and pesticides were reviewed by Zahm and Ward. However, many studies have been conducted since this publication. The authors of “Pesticides and Childhood Cancers: An Update of Zahm and Ward’s” reiterated Zahm and Ward’s findings but also add a review of the new studies.
#7)
Jackie. Personal Interview by Linsey Seifert, Megan Norris, and Dawn Roy. 06 Apr 2011. 8 Apr 2011.
Jackie, a mother feeding a family of four, discusses the choices she makes when purchasing food. Jackie reveals the history behind her choices and offers advice for consumers who would like to embody the same values and practices as her.
#8)
Mlynarek, Steven P., Edwin van Wijngaarden, and Youn K. Shim. “Parental Exposure to Pesticides and Childhood Brain Cancer: U.S. Atlantic Coast Childhood Brain Cancer Study” Environmental Health Perspectives,2009. Web. ERIC Database: Rowan Univ. 14 Apr 2011.
This article summarizes the study the authors completed regarding pesticides and childhood brain cancer. They concluded that there is a strong correlation between parental exposure to pesticides and the likelihood they pass on pesticides to their offspring, resulting in certain types of childhood cancer but not others.
#9)
“Pesticide Data Program.” U.S. Department of Agriculture. 6 July 2010. Web 14 April 2011. http://www.ams.usda.gov/AMSv1.0/pdp
This resource was found on the U.S. Department of Agriculture’s website. It provides links to many reports made by the Pesticide Data Program. According to the website, “The Pesticide Data Program (PDP) is a national pesticide residue database program. Through cooperation with State agriculture departments and other Federal agencies, PDP manages the collection, analysis, data entry, and reporting of pesticide residues on agricultural commodities in the U.S. food supply, with an emphasis on those commodities highly consumed by infants and children.”
#10)
Price, Aaron E. “Corn Monoculture: No Friend of Biodiversity.” Journalism and Mass Communications. 2008. Web. 20 April 2011. https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B00T31HsSIPJNDI5MTc2ZDctMDUyNS00NTBkLTgxN2QtZjBkODk5NzZkZGVm&hl=en
In this journal article, Price discusses the benefits of a natural ecosystem and the detrimental effects of monocultures. He focuses specifically on the effects of corn based monocultures and the influence mankind has on encouraging less biodiversity.
#11)
Welford, Win. "Supermarket Semantics: The Rhetoric of Food Labeling and Advertising." n. pag. Web. 11 Apr 2011. <http://megannorris.weebly.com/uploads/6/3/4/5/6345702/supermarket_semantics_the_rhetoric_of_food_labeling_and_advertising.pdf>.
This article is about how advertisers use key words and strategies to reach supermarket customers. It explains that advertisers will often use words that concern the latest health issues as well, such as "low fat" and "low sodium". It also talks about other words used that include "fresh" and "wholesome". These kinds of words are important because often consumers do not really know what they mean. They simply see them, and then they automatically assume the product is healthy for themselves and their family. This article will give my group solid, scholarly information about what we are researching when it comes to claims such as "natural" and "organic" on food products (summarized by Linsey).
11a-11c) Wikipedia: The Free Encyclopedia.
a)
--, Multiple Authors. “Monoculture” 13 Jan 2011 Web. 20 April 2011. http://en.wikipedia.org/wiki/Monoculture
This source defines monoculture as “the agricultural practice of producing or growing one single crop over a wide area.” Also discussed are the effects of monoculture on land and animals and the current propsed solution to monoculture, polyculture.
b)
--, Multiple authors. “Polyculture.” 17 April 2011. Web. 14 April 2011. http://en.wikipedia.org/wiki/Polyculture
This source defines polyculture as an “agriculture using multiple crops in the same space, in imitation of the diversity of natural ecosystems, and avoiding large stands of single crops, or monoculture. It includes crop rotation, multi-cropping, intercropping, companion planting, beneficial weeds, and alley cropping.” Also discussed are a few benefits of polyculture.
c)
--, Multiple authors. “Carcinogen.” 14 April 2011 Web. 14 April 2011. http://en.wikipedia.org/wiki/Carcinogen.
In this source, carcinogens are defined as cancer causing agents. Included in this source are the biological reaction to carcinogens, a list of common carcinogens and organizations involved in studying them, a breakdown of how different nations organize the classifications of carcinogens and information on of common place they found.
12a-12d) YouTube Videos:
a)
--, “Chiquita commercial (I'm Chiquita Banana) from the 90s.” 8 Sept 2008. Web. 17 April 2011. http://youtube.com/watch?v=361DwXNvxKg
This YouTube video is a commercial aired in the 90s for Chiquita Bananas.
b)
--, “Sun-Maid” 5 Nov 2009. Web. 17 April 2011. http://youtube.com/watch?v=c0E3gh7uVe0
This YouTube video is a commercial aired in the 90s for Chiquita Banans.
c)
--, CNN. “Dirty Dozen- Most Pesticide Contaminated Fruits/Veggies.” 9 Aug 2010. Web. 17 April 2011. http://www.youtube.com/watch?v=Yvma94Z0Dbo
This YouTube Video is similar to Danielle Dellorto article, "'Dirty Dozen' Produce Carries More Pesticide Residue, Group Says," which was mentioned earlier, except this video of the CNN newscast focuses more specifically on the safe and unsafe fruits and vegetables noted in the study that both of these sources address.
d)
--, “American Morning: Study: ADHD linked to pesticides.” 17 May 2010. Web. 17 April 2011 http://www.youtube.com/watch?v=NUmOlEe8d8Y
In this CNN news cast, Elizabeth Cohen discusses the correlation between ADHD and pesticide consumption.
“Your Health: Children.” Pesticide Action Network (PAN). April 2011. Web. 14 April 2011. http://www.panna.org/your-health/children
In this article, PAN the effects of pesticides are broken down into many different categories, including Attention-Deficit/Hyperactivity Disorder & dietary pesticide exposure, Childhood Brain Cancer, Developmental Delay, Birth Defects, Autism Spectrum Disorder, Brain Development, Developmental Neuroxicity, Developmental Neurotoxicity, Developmental Effects Beyond Neurotoxicity, and Low Birth Weight. Each category is then followed by an illustration of how pesticides correlate with each category.
Works Consulted:
#1)
Berry, Wendell. "The Pleasures of Eating." Center for Ecoliteracy. N.p., 1990. Web. 27 Mar 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
In “The Pleasure of Eating,” Wendell Berry discusses the current state of consumers—“passive, uncritical, and dependent”—regarding food consumption. Berry argues that while eating is an “agricultural act,” political and rhetoric shape our food ethic by intentionally distancing consumers from the product. Industrial farming businesses are more concerned with profit and production than well-being of consumers. Arguing for awareness about what/how/our knowledge about what we consume, Berry argues that we need to “escape this trap.” In order to do this, Berry suggest 7 steps people need to take in order to be active, critical, and independent consumers. Once action is taken, people can experience the “pleasures of eating,” in which one “eat[s] with understanding and gratitude,” thus experiencing the “profoundest enactment of our connection to the world.”
#2)
Fontaine, Sheryl I., and Susan M. Hunter. “Chapter 1: You Think/I Think; Therefore, We Are: How Do I Need to Think About Knowledge and Language if I Am to Write Collaboratively?” Collaborative Writing in Composition Studies. Boston: Thomson Wadsworth, 2006. 1-11. Writing, Research, and Technology. Web. 1 Apr 2011.
Fontaine, Sheryl I., and Susan M. Hunter. “Chapter 3: 1+1>2: What Changes Must I Make When I Move from Solo to Collaborative Writing?” Collaborative Writing in Composition Studies. Boston: Thomson Wadsworth, 2006. 1-11. Writing, Research, and Technology. Web. 1 Apr 2011.
In these two chapters, the authors provide somewhat of a ‘how-to’ guide to conducting collaborative writing. First, to highlight the collaborative practices of daily life, the authors describe “parlors,” which were coined by Kenneth Burke. Parlors are conversation people join regularly. When describing examples, Fontaine and Hunter expose the relationships to previous ‘conversations’ that influence the ones we join at a given time. They also note that, in order to “assimilate and accommodate” to the conversations we join, we tune in to them first. The already existing conversations influence the extent of the “search and match” in which we find connections to ourselves. Once we feel confident, we join the conversation, adding insight about our connections to the conversation.
After discussing the social nature of writing, Fontaine and Hunter assert that collaborative writers need to go into a project with the notion that they are composing—well, collaboratively. Most writers, due to the dynamics of some academic discourse communities, approach writing with the notion that writing is driven by the individual. As a result, most academic writing is really cooperative, not collaborative. That is, it is more like jig-saw activity where each contributes their individual contributions as part of a whole. Collaborative writing, on the other hand, requires that the group members collectively compose the piece. To be successful in collaborative writing, the members grow together through the inquiry—scaffolding must occur at the same pace and progress towards the same target.
#3)
Food Inc. Dir. Robert Kenner, Eric Schlosser, and Elise Pearlstein. Magnolia Pictures, 2008. DVD.
In the film Food Inc., filmmaker Robert Kenner addresses some of the current issues related to our food culture. The film exposes the “behind the scene” operations of our culture. Kenner illustrates the practices of industrial farming, more specifically factory farming, and its effects on the environment (less biodiversity, pollution, excessive water use, etc.) and our health (poor working conditions, food-borne illnesses, diabetes, obesity, etc). Kenner expands the issues beyond the discussion of production and consumption, and he exposes the political influence on our food culture (the monopoly of products, the corrupt practices of political leaders, the intentional ‘hiding’ the facts from organizations that were created to protect us, unreported—to the public—genetic engineering and cloning, etc.).
#4)
Pollen, Michael. “Introduction: Our National Eating Disorder.” The Omnivore’s Dilemma. New York: Penguin Group, 2006. 1-11. Writing, Research, and Technology. Web. 1 April 2011.
Pollen, Michael. “Industrial Corn: The Farm.” The Omnivore’s Dilemma. New York: Penguin Group, 2006. 32-56. Writing, Research, and Technology. Web. 1 April 2011.
In the introduction to The Omnivore’s Dilemma, author Michael Pollen defines “the omnivore’s dilemma” as finding an answer to the question: “What’s for dinner?” A specialized eater or one who has a deeply rooted food culture would not face the “anxiety” that American consumers face when answering this question. When exploring the dilemma, Pollen’s premise is not only based on the food culture supporting us today—“the industrial, the organic, and the hunter-gatherer”—but also on the interdependent relationship between those eating and the earth they depend on.
In the first part of the book, Pollen explore one of “the three principle food chains that sustain us today”—the industrial food chain. In section two, “The Farm,” of this part of the book, Pollen narrates his experiences on a farm in Iowa. Pollen discusses how George Naylor’s family farm went from the ability to feed itself—the family members, the livestock and plants, and even more—to feeding 129 strangers. That is, the crops went from a source of food to a commodity. One influential factor in this change was the introduction of genetically modified hybrid seeds which produced crops of corn (and soybean) that could withstand the demands of overpopulation and share resources equitably. Seeking a financial gain, farmers converted to the hybrid seeds and began producing more corn. Eventually, other species began to be replaced or seen as less profitable; the result was less biodiversity, a monoculture of corn. To ensure that plants would not get “corn sick” from overproduction, the introduction of ammonium nitrate, which supplied the nitrogen needed to keep soil fertile, eased the farmer’s worry and simultaneously found a use for WWII’s left over ammonium nitrate. Once we had access to synthetic nitrogen, our food culture shifted to an industrial one in which the relationship between humans and the world we depend on needs to be exposed for us to see it.
Pollen is a journalist specializing in food culture. He was a predominant representative in the Food Inc film. As far as reliability, he would be an ideal resource for my research. However, considering the direction my group’s research is taking, this piece does not have as much to offer as I had hoped. Despite this, since our research concerns the rhetoric that creates the veil that blinds us from our relationship with the earth that sustains us, I see this link in Pollen’s piece. In the introduction, he speaks to this idea more, so maybe an exploration of the rest of the book would be beneficial for our research. Also, when Pollen is discussing the excess nitrogen that leaks into the communities’ water supply, he notes that local officials send out “baby blues alerts” to warn parents not to allow their children to consume the water. The choice of word alone speaks to our research.
#5)
Schlosser, Eric. “Introduction.” Fast Food Nation: The Dark Side of the All-American Meal. Houghton Mifflin, 2001. Writing, Research, and Technology. Web. 1 April 2011.
Eric Schlosser begins the introduction by describing the technological world the military hides behind the “ordinary looking façade” of Cheyenne Mountain, and asserts that similarly the burger and fries hide the reality of their actual origin. According to Schlosser, the fast food industry has had a tremendous impact on our economy. McDonalds, for example, employs over one million workers a year; purchases the most beef, pork, and potatoes; owns the most retail property; and distributes the most toys. The fast food industry as a whole has been financially successful. As a result, “almost every facet of American life has now been franchised or chained.” Yet, the financial gains and demands for fast food have changed how we produce and process food. It has had a negative impact on an employee’s well-being, our environment, and our health, and, most importantly to Schlosser, it unethically targets youths.
Schlosser is a journalist, and is also responsible for the film Food Inc. I assume that his book is an extension of the ideas addressed in the film. As far as my group’s research, I feel that Schlosser has a lot to offer, especially since my peers and I are interested in how children are manipulated by the rhetoric of food. Schlosser, like us, recognizes that fast food targets children.
#6)
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English 70.4 (2008): 384-402. Writing, Research, and Technology. Web. 1 Apr 2011.
In this article, Stephen Schneider discusses the history of the Slow Food Movement. It originated in Italy and can been seen as related to the rejection of the 1970’s political ruling. The Slow Food Movement proposes a new gastronomy—what I call a food culture—that is grounded in specific principles, “cultural codes.” These include good (aesthetically pleasing and “connection to a geographic and cultural region”), clean (for our health and environment), and fair (“produced in socially sustainable ways, with an emphasis on social just and fair wages”) codes. All of these principles—good, clean, and fair—create a new identity of food culture and require a “dialogue between realms,” both modern/traditional and global/local. In order to achieve a more sustainable healthier identity, individuals need to be aware of their place in the complex web of our food culture. According to Schneider, this requires not necessarily slowing down the global realm, but slowing down our response; embarking on a “more intense mode of engaging the world.” By doing this, we no longer become passive participants in the gastronomy, but active shapers of our identity and food culture.
In regards to my group’s research, Schneider’s piece could be very resourceful. According to Schneider the identity that defines our food culture is shaped by “the grammar of food.” My peers and I also attest that rhetoric shapes our food culture and are interested in exploring how. When speaking of this “grammar,” Schneider notes the work of Jean Anthelme Brillat-Savarin. The piece noted, The Physiology of Taste, would be a good resource to expand our research.
#7)
Qualley, Donna. “Understanding Reflexivity.” Turns of Thought. Portsmouth: Boynton/Cook (Heinemann), 1997. 8-30. Writing, Research, and Technology. Web. 3 March 2011.
In chapter one, “Understanding Reflexivity,” author Donna Qualley, assistant professor of English and director of composition at Western Washington University, addresses composition teachers. She uses her own experiences to show her journey through understanding reflexive inquiry and to highlight examples of reflexive inquiry. Qualley begins by showing where reflexive inquiry overlaps with and differentiates from reflection and metacognition. For example, she claims that reflexivity is not reflection, because reflection requires that which is being evaluated to be set out context and disconnected from any other phenomenon. And reflection follows a “unidirectional thought process.” Reflexivity, on the other hand, is not static, requires a “dialectical engagement with the other,” and is bidirectional (11-12). Reflexivity overlaps with reflection in that it opens one up to self-reflection when faced with “the other.” As far reflexivity and metacognition, reflexivity requires one to “unlearn” by modifying ones preconceived assumptions, whereas metacognition embodies a “self-conforming” risk (13). After differentiating between reflexive inquiry and other critical thinking methods, Qualley goes on to describe her experiences with her Grandmother, a critical thinker. Her grandmother’s self absorbed line of thought led Qualley to note that reflexive inquiry requires not only critical thinking but also thinking critically about the values that underlie our thinking (17, 23). When implementing reflexive inquiry, the goal ought to expand thinking. To accomplish this, Qualley notes that, as interpreters, we need to be both subjective and objective (25). To show the importance of this relationship, Qualley discusses the exchange between the two elements in one of her student’s papers (26-27). Then, to expand on the relationship between subjectivity and objectivity, Qualley highlights the difference between knowing and understanding, noting how one cannot be achieved without acknowledging the other (27), thus requiring a balance between subjectivity and objectivity.
Taking into consideration the ideas presented by Qualley, I feel that, in regards to the collaborative research project that I am participating in, I can use her theory to help overcome some of the biases I know that I hold. That is, in a blog post responding to “Conducting an Interview,” I noted one of my concerns with this project is the potential conflict between my personal values and the research topic. Approaching the research as a reflexive inquirer, would force me to evaluate my values. I would not see things as a conflict; I would approach them as a learning experience where I am willing to not only build on existing schema but also tear it down and rebuild new schema. The dialectical exchange Qualley discusses will force me to negotiate my meaning instead validating it or worse discrediting “the other.”
#9) Brown, Cynthia Stokes. “Chapter 3: Conducting the Interview.” Like It Was: A Complete Guide to Writing Oral History. (31-49). New York: Teachers and Writers Collaborative, 1988.
In this chapter, Brown gives suggestions for conducting an effective interview. For example, she suggested that the interviewer connect to the person they interview. She also suggests how to decide what type of piece to write that reflects the interview and goals. Then, she advocates writing not only potential interview questions, but also reflective questions aimed at the interviewer’s relation to the topic and interviewee. She also gives tips for interviewing, like how to generate on the spot question while interviewing.
#10) Welford, Win. "Supermarket Semantics: The Rhetoric of Food Labeling and Advertising." Et. Cetra. 1992. Web. ERIC Database: Rowan University. 09 Apr 2011.
This article is about how advertisers use key words and strategies to reach supermarket customers. It explains that advertisers will often use words that concern the latest health issues as well, such as "low fat" and "low sodium". It also talks about other words used that include "fresh" and "wholesome". These kinds of words are important because often consumers do not really know what they mean. They simply see them, and then they automatically assume the product is healthy for themselves and their family. This article will give my group solid, scholarly information about what we are researching when it comes to claims such as "natural" and "organic" on food products.
Aleccia, Jonel. "Pesticides In Kids Linked to ADHD." MSNBC.com. 18 May 2010. Web. 14 April 2011. http://www.msnbc.msn.com/id/37156010/ns/health-kids_and_parenting/
In this article, Jonel discuss the correlation between ADHD and pesticide consumption of “common kid-friendly foods.” She discusses how pesticides attack the nervous system and the extensive research done of the relationship between pesticides and ADHD. In addition to covering this topic, she proposes a solution—eating organic and thoroughly washing fruits and vegetables.
#2)
Callahan, Maureen. “How to Buy the Best Organic Food.” CNN Health. 16 June 2009. Web. 20 April 2011. http://articles.cnn.com/2009-06-16/health/best.organic.produce_1_organic-certification-organic-foods-organic-farmers?_s=PM:HEALTH
In this article, Callahan summarizes the history of the organic movement, including its laws, the expansion of organic farming, and the growing need for consumer knowledge about buying organic. She also briefly addresses recent debates including the one over the nutritional value when comparing organic and non-organic. She concludes the article by providing advice for how to shop “at the market” and for how to read organic labels.
#3)
Dellorto, Danielle. "'Dirty Dozen' Produce Carries More Pesticide Residue, Group Says." CNN. 01 June 2010. Web. 14 April 2011 http://articles.cnn.com/2010-06-01/health/dirty.dozen.produce.pesticide_1_pesticide-residue-pesticide-tests-fruits-and-vegetables?_s=PM:HEALTH
CNN summarizes the finding of a group of advocates who searched reports made by U.S. Department of Agriculture and the U.S. Food and Drug Administration in order to collect data regarding pesticide use in crops. Using their findings, they came up with a list of safe and unsafe fruits and vegetables. This article also notes that pesticide regulation is controlled by U.S. Department of Agriculture and the U.S. Food and Drug Administration.
#4)
Fears, Sean. “Monoculture vs. Polyculture Farming Methods.” True Progress. 13 Aug 2008. Web. 20 Apr 2011 http://true-progress.com/monoculture-vs-polyculture-farming-methods-84.htm
In this article, the author discusses the environmental differences between monocultures and polycultures. The author notes the range of benefits involved in polycultures with the only “down side” being the labor involved. While polycultures are not a permanent fix, they involve more beneficial farming practices than monoculture farms.
#5)
Food Inc. Dir. Robert Kenner, Eric Schlosser, and Elise Pearlstein. Magnolia Pictures, 2008. DVD.
In the film Food Inc., filmmaker Robert Kenner addresses some of the current issues related to our food culture. The film exposes the “behind the scene” operations of our culture. Kenner illustrates the practices of industrial farming, more specifically factory farming, and its effects on the environment (less biodiversity, pollution, excessive water use, etc.) and our health (poor working conditions, food-borne illnesses, diabetes, obesity, etc). Kenner expands the issues beyond the discussion of production and consumption, and he exposes the political influence on our food culture (the monopoly of products, the corrupt practices of political leaders, the intentional ‘hiding’ the facts from organizations that were created to protect us, unreported—to the public—genetic engineering and cloning, etc.).
#6)
Infante-Rivard, Claire, and Scott Weichenthal. “Pesticides and Childhood Cancers: An Update of Zahm and Ward’s.” Journal of Toxicology and Environmental Health, 2007. Web. ERIC Database: Rowan Univ. 14 Apr 2011.
A collection of many studies regarding the topic of childhood brain cancer and pesticides were reviewed by Zahm and Ward. However, many studies have been conducted since this publication. The authors of “Pesticides and Childhood Cancers: An Update of Zahm and Ward’s” reiterated Zahm and Ward’s findings but also add a review of the new studies.
#7)
Jackie. Personal Interview by Linsey Seifert, Megan Norris, and Dawn Roy. 06 Apr 2011. 8 Apr 2011.
Jackie, a mother feeding a family of four, discusses the choices she makes when purchasing food. Jackie reveals the history behind her choices and offers advice for consumers who would like to embody the same values and practices as her.
#8)
Mlynarek, Steven P., Edwin van Wijngaarden, and Youn K. Shim. “Parental Exposure to Pesticides and Childhood Brain Cancer: U.S. Atlantic Coast Childhood Brain Cancer Study” Environmental Health Perspectives,2009. Web. ERIC Database: Rowan Univ. 14 Apr 2011.
This article summarizes the study the authors completed regarding pesticides and childhood brain cancer. They concluded that there is a strong correlation between parental exposure to pesticides and the likelihood they pass on pesticides to their offspring, resulting in certain types of childhood cancer but not others.
#9)
“Pesticide Data Program.” U.S. Department of Agriculture. 6 July 2010. Web 14 April 2011. http://www.ams.usda.gov/AMSv1.0/pdp
This resource was found on the U.S. Department of Agriculture’s website. It provides links to many reports made by the Pesticide Data Program. According to the website, “The Pesticide Data Program (PDP) is a national pesticide residue database program. Through cooperation with State agriculture departments and other Federal agencies, PDP manages the collection, analysis, data entry, and reporting of pesticide residues on agricultural commodities in the U.S. food supply, with an emphasis on those commodities highly consumed by infants and children.”
#10)
Price, Aaron E. “Corn Monoculture: No Friend of Biodiversity.” Journalism and Mass Communications. 2008. Web. 20 April 2011. https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B00T31HsSIPJNDI5MTc2ZDctMDUyNS00NTBkLTgxN2QtZjBkODk5NzZkZGVm&hl=en
In this journal article, Price discusses the benefits of a natural ecosystem and the detrimental effects of monocultures. He focuses specifically on the effects of corn based monocultures and the influence mankind has on encouraging less biodiversity.
#11)
Welford, Win. "Supermarket Semantics: The Rhetoric of Food Labeling and Advertising." n. pag. Web. 11 Apr 2011. <http://megannorris.weebly.com/uploads/6/3/4/5/6345702/supermarket_semantics_the_rhetoric_of_food_labeling_and_advertising.pdf>.
This article is about how advertisers use key words and strategies to reach supermarket customers. It explains that advertisers will often use words that concern the latest health issues as well, such as "low fat" and "low sodium". It also talks about other words used that include "fresh" and "wholesome". These kinds of words are important because often consumers do not really know what they mean. They simply see them, and then they automatically assume the product is healthy for themselves and their family. This article will give my group solid, scholarly information about what we are researching when it comes to claims such as "natural" and "organic" on food products (summarized by Linsey).
11a-11c) Wikipedia: The Free Encyclopedia.
a)
--, Multiple Authors. “Monoculture” 13 Jan 2011 Web. 20 April 2011. http://en.wikipedia.org/wiki/Monoculture
This source defines monoculture as “the agricultural practice of producing or growing one single crop over a wide area.” Also discussed are the effects of monoculture on land and animals and the current propsed solution to monoculture, polyculture.
b)
--, Multiple authors. “Polyculture.” 17 April 2011. Web. 14 April 2011. http://en.wikipedia.org/wiki/Polyculture
This source defines polyculture as an “agriculture using multiple crops in the same space, in imitation of the diversity of natural ecosystems, and avoiding large stands of single crops, or monoculture. It includes crop rotation, multi-cropping, intercropping, companion planting, beneficial weeds, and alley cropping.” Also discussed are a few benefits of polyculture.
c)
--, Multiple authors. “Carcinogen.” 14 April 2011 Web. 14 April 2011. http://en.wikipedia.org/wiki/Carcinogen.
In this source, carcinogens are defined as cancer causing agents. Included in this source are the biological reaction to carcinogens, a list of common carcinogens and organizations involved in studying them, a breakdown of how different nations organize the classifications of carcinogens and information on of common place they found.
12a-12d) YouTube Videos:
a)
--, “Chiquita commercial (I'm Chiquita Banana) from the 90s.” 8 Sept 2008. Web. 17 April 2011. http://youtube.com/watch?v=361DwXNvxKg
This YouTube video is a commercial aired in the 90s for Chiquita Bananas.
b)
--, “Sun-Maid” 5 Nov 2009. Web. 17 April 2011. http://youtube.com/watch?v=c0E3gh7uVe0
This YouTube video is a commercial aired in the 90s for Chiquita Banans.
c)
--, CNN. “Dirty Dozen- Most Pesticide Contaminated Fruits/Veggies.” 9 Aug 2010. Web. 17 April 2011. http://www.youtube.com/watch?v=Yvma94Z0Dbo
This YouTube Video is similar to Danielle Dellorto article, "'Dirty Dozen' Produce Carries More Pesticide Residue, Group Says," which was mentioned earlier, except this video of the CNN newscast focuses more specifically on the safe and unsafe fruits and vegetables noted in the study that both of these sources address.
d)
--, “American Morning: Study: ADHD linked to pesticides.” 17 May 2010. Web. 17 April 2011 http://www.youtube.com/watch?v=NUmOlEe8d8Y
In this CNN news cast, Elizabeth Cohen discusses the correlation between ADHD and pesticide consumption.
“Your Health: Children.” Pesticide Action Network (PAN). April 2011. Web. 14 April 2011. http://www.panna.org/your-health/children
In this article, PAN the effects of pesticides are broken down into many different categories, including Attention-Deficit/Hyperactivity Disorder & dietary pesticide exposure, Childhood Brain Cancer, Developmental Delay, Birth Defects, Autism Spectrum Disorder, Brain Development, Developmental Neuroxicity, Developmental Neurotoxicity, Developmental Effects Beyond Neurotoxicity, and Low Birth Weight. Each category is then followed by an illustration of how pesticides correlate with each category.
Works Consulted:
#1)
Berry, Wendell. "The Pleasures of Eating." Center for Ecoliteracy. N.p., 1990. Web. 27 Mar 2011. <http://www.ecoliteracy.org/essays/pleasures-eating>.
In “The Pleasure of Eating,” Wendell Berry discusses the current state of consumers—“passive, uncritical, and dependent”—regarding food consumption. Berry argues that while eating is an “agricultural act,” political and rhetoric shape our food ethic by intentionally distancing consumers from the product. Industrial farming businesses are more concerned with profit and production than well-being of consumers. Arguing for awareness about what/how/our knowledge about what we consume, Berry argues that we need to “escape this trap.” In order to do this, Berry suggest 7 steps people need to take in order to be active, critical, and independent consumers. Once action is taken, people can experience the “pleasures of eating,” in which one “eat[s] with understanding and gratitude,” thus experiencing the “profoundest enactment of our connection to the world.”
#2)
Fontaine, Sheryl I., and Susan M. Hunter. “Chapter 1: You Think/I Think; Therefore, We Are: How Do I Need to Think About Knowledge and Language if I Am to Write Collaboratively?” Collaborative Writing in Composition Studies. Boston: Thomson Wadsworth, 2006. 1-11. Writing, Research, and Technology. Web. 1 Apr 2011.
Fontaine, Sheryl I., and Susan M. Hunter. “Chapter 3: 1+1>2: What Changes Must I Make When I Move from Solo to Collaborative Writing?” Collaborative Writing in Composition Studies. Boston: Thomson Wadsworth, 2006. 1-11. Writing, Research, and Technology. Web. 1 Apr 2011.
In these two chapters, the authors provide somewhat of a ‘how-to’ guide to conducting collaborative writing. First, to highlight the collaborative practices of daily life, the authors describe “parlors,” which were coined by Kenneth Burke. Parlors are conversation people join regularly. When describing examples, Fontaine and Hunter expose the relationships to previous ‘conversations’ that influence the ones we join at a given time. They also note that, in order to “assimilate and accommodate” to the conversations we join, we tune in to them first. The already existing conversations influence the extent of the “search and match” in which we find connections to ourselves. Once we feel confident, we join the conversation, adding insight about our connections to the conversation.
After discussing the social nature of writing, Fontaine and Hunter assert that collaborative writers need to go into a project with the notion that they are composing—well, collaboratively. Most writers, due to the dynamics of some academic discourse communities, approach writing with the notion that writing is driven by the individual. As a result, most academic writing is really cooperative, not collaborative. That is, it is more like jig-saw activity where each contributes their individual contributions as part of a whole. Collaborative writing, on the other hand, requires that the group members collectively compose the piece. To be successful in collaborative writing, the members grow together through the inquiry—scaffolding must occur at the same pace and progress towards the same target.
#3)
Food Inc. Dir. Robert Kenner, Eric Schlosser, and Elise Pearlstein. Magnolia Pictures, 2008. DVD.
In the film Food Inc., filmmaker Robert Kenner addresses some of the current issues related to our food culture. The film exposes the “behind the scene” operations of our culture. Kenner illustrates the practices of industrial farming, more specifically factory farming, and its effects on the environment (less biodiversity, pollution, excessive water use, etc.) and our health (poor working conditions, food-borne illnesses, diabetes, obesity, etc). Kenner expands the issues beyond the discussion of production and consumption, and he exposes the political influence on our food culture (the monopoly of products, the corrupt practices of political leaders, the intentional ‘hiding’ the facts from organizations that were created to protect us, unreported—to the public—genetic engineering and cloning, etc.).
#4)
Pollen, Michael. “Introduction: Our National Eating Disorder.” The Omnivore’s Dilemma. New York: Penguin Group, 2006. 1-11. Writing, Research, and Technology. Web. 1 April 2011.
Pollen, Michael. “Industrial Corn: The Farm.” The Omnivore’s Dilemma. New York: Penguin Group, 2006. 32-56. Writing, Research, and Technology. Web. 1 April 2011.
In the introduction to The Omnivore’s Dilemma, author Michael Pollen defines “the omnivore’s dilemma” as finding an answer to the question: “What’s for dinner?” A specialized eater or one who has a deeply rooted food culture would not face the “anxiety” that American consumers face when answering this question. When exploring the dilemma, Pollen’s premise is not only based on the food culture supporting us today—“the industrial, the organic, and the hunter-gatherer”—but also on the interdependent relationship between those eating and the earth they depend on.
In the first part of the book, Pollen explore one of “the three principle food chains that sustain us today”—the industrial food chain. In section two, “The Farm,” of this part of the book, Pollen narrates his experiences on a farm in Iowa. Pollen discusses how George Naylor’s family farm went from the ability to feed itself—the family members, the livestock and plants, and even more—to feeding 129 strangers. That is, the crops went from a source of food to a commodity. One influential factor in this change was the introduction of genetically modified hybrid seeds which produced crops of corn (and soybean) that could withstand the demands of overpopulation and share resources equitably. Seeking a financial gain, farmers converted to the hybrid seeds and began producing more corn. Eventually, other species began to be replaced or seen as less profitable; the result was less biodiversity, a monoculture of corn. To ensure that plants would not get “corn sick” from overproduction, the introduction of ammonium nitrate, which supplied the nitrogen needed to keep soil fertile, eased the farmer’s worry and simultaneously found a use for WWII’s left over ammonium nitrate. Once we had access to synthetic nitrogen, our food culture shifted to an industrial one in which the relationship between humans and the world we depend on needs to be exposed for us to see it.
Pollen is a journalist specializing in food culture. He was a predominant representative in the Food Inc film. As far as reliability, he would be an ideal resource for my research. However, considering the direction my group’s research is taking, this piece does not have as much to offer as I had hoped. Despite this, since our research concerns the rhetoric that creates the veil that blinds us from our relationship with the earth that sustains us, I see this link in Pollen’s piece. In the introduction, he speaks to this idea more, so maybe an exploration of the rest of the book would be beneficial for our research. Also, when Pollen is discussing the excess nitrogen that leaks into the communities’ water supply, he notes that local officials send out “baby blues alerts” to warn parents not to allow their children to consume the water. The choice of word alone speaks to our research.
#5)
Schlosser, Eric. “Introduction.” Fast Food Nation: The Dark Side of the All-American Meal. Houghton Mifflin, 2001. Writing, Research, and Technology. Web. 1 April 2011.
Eric Schlosser begins the introduction by describing the technological world the military hides behind the “ordinary looking façade” of Cheyenne Mountain, and asserts that similarly the burger and fries hide the reality of their actual origin. According to Schlosser, the fast food industry has had a tremendous impact on our economy. McDonalds, for example, employs over one million workers a year; purchases the most beef, pork, and potatoes; owns the most retail property; and distributes the most toys. The fast food industry as a whole has been financially successful. As a result, “almost every facet of American life has now been franchised or chained.” Yet, the financial gains and demands for fast food have changed how we produce and process food. It has had a negative impact on an employee’s well-being, our environment, and our health, and, most importantly to Schlosser, it unethically targets youths.
Schlosser is a journalist, and is also responsible for the film Food Inc. I assume that his book is an extension of the ideas addressed in the film. As far as my group’s research, I feel that Schlosser has a lot to offer, especially since my peers and I are interested in how children are manipulated by the rhetoric of food. Schlosser, like us, recognizes that fast food targets children.
#6)
Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College English 70.4 (2008): 384-402. Writing, Research, and Technology. Web. 1 Apr 2011.
In this article, Stephen Schneider discusses the history of the Slow Food Movement. It originated in Italy and can been seen as related to the rejection of the 1970’s political ruling. The Slow Food Movement proposes a new gastronomy—what I call a food culture—that is grounded in specific principles, “cultural codes.” These include good (aesthetically pleasing and “connection to a geographic and cultural region”), clean (for our health and environment), and fair (“produced in socially sustainable ways, with an emphasis on social just and fair wages”) codes. All of these principles—good, clean, and fair—create a new identity of food culture and require a “dialogue between realms,” both modern/traditional and global/local. In order to achieve a more sustainable healthier identity, individuals need to be aware of their place in the complex web of our food culture. According to Schneider, this requires not necessarily slowing down the global realm, but slowing down our response; embarking on a “more intense mode of engaging the world.” By doing this, we no longer become passive participants in the gastronomy, but active shapers of our identity and food culture.
In regards to my group’s research, Schneider’s piece could be very resourceful. According to Schneider the identity that defines our food culture is shaped by “the grammar of food.” My peers and I also attest that rhetoric shapes our food culture and are interested in exploring how. When speaking of this “grammar,” Schneider notes the work of Jean Anthelme Brillat-Savarin. The piece noted, The Physiology of Taste, would be a good resource to expand our research.
#7)
Qualley, Donna. “Understanding Reflexivity.” Turns of Thought. Portsmouth: Boynton/Cook (Heinemann), 1997. 8-30. Writing, Research, and Technology. Web. 3 March 2011.
In chapter one, “Understanding Reflexivity,” author Donna Qualley, assistant professor of English and director of composition at Western Washington University, addresses composition teachers. She uses her own experiences to show her journey through understanding reflexive inquiry and to highlight examples of reflexive inquiry. Qualley begins by showing where reflexive inquiry overlaps with and differentiates from reflection and metacognition. For example, she claims that reflexivity is not reflection, because reflection requires that which is being evaluated to be set out context and disconnected from any other phenomenon. And reflection follows a “unidirectional thought process.” Reflexivity, on the other hand, is not static, requires a “dialectical engagement with the other,” and is bidirectional (11-12). Reflexivity overlaps with reflection in that it opens one up to self-reflection when faced with “the other.” As far reflexivity and metacognition, reflexivity requires one to “unlearn” by modifying ones preconceived assumptions, whereas metacognition embodies a “self-conforming” risk (13). After differentiating between reflexive inquiry and other critical thinking methods, Qualley goes on to describe her experiences with her Grandmother, a critical thinker. Her grandmother’s self absorbed line of thought led Qualley to note that reflexive inquiry requires not only critical thinking but also thinking critically about the values that underlie our thinking (17, 23). When implementing reflexive inquiry, the goal ought to expand thinking. To accomplish this, Qualley notes that, as interpreters, we need to be both subjective and objective (25). To show the importance of this relationship, Qualley discusses the exchange between the two elements in one of her student’s papers (26-27). Then, to expand on the relationship between subjectivity and objectivity, Qualley highlights the difference between knowing and understanding, noting how one cannot be achieved without acknowledging the other (27), thus requiring a balance between subjectivity and objectivity.
Taking into consideration the ideas presented by Qualley, I feel that, in regards to the collaborative research project that I am participating in, I can use her theory to help overcome some of the biases I know that I hold. That is, in a blog post responding to “Conducting an Interview,” I noted one of my concerns with this project is the potential conflict between my personal values and the research topic. Approaching the research as a reflexive inquirer, would force me to evaluate my values. I would not see things as a conflict; I would approach them as a learning experience where I am willing to not only build on existing schema but also tear it down and rebuild new schema. The dialectical exchange Qualley discusses will force me to negotiate my meaning instead validating it or worse discrediting “the other.”
#9) Brown, Cynthia Stokes. “Chapter 3: Conducting the Interview.” Like It Was: A Complete Guide to Writing Oral History. (31-49). New York: Teachers and Writers Collaborative, 1988.
In this chapter, Brown gives suggestions for conducting an effective interview. For example, she suggested that the interviewer connect to the person they interview. She also suggests how to decide what type of piece to write that reflects the interview and goals. Then, she advocates writing not only potential interview questions, but also reflective questions aimed at the interviewer’s relation to the topic and interviewee. She also gives tips for interviewing, like how to generate on the spot question while interviewing.
#10) Welford, Win. "Supermarket Semantics: The Rhetoric of Food Labeling and Advertising." Et. Cetra. 1992. Web. ERIC Database: Rowan University. 09 Apr 2011.
This article is about how advertisers use key words and strategies to reach supermarket customers. It explains that advertisers will often use words that concern the latest health issues as well, such as "low fat" and "low sodium". It also talks about other words used that include "fresh" and "wholesome". These kinds of words are important because often consumers do not really know what they mean. They simply see them, and then they automatically assume the product is healthy for themselves and their family. This article will give my group solid, scholarly information about what we are researching when it comes to claims such as "natural" and "organic" on food products.