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**Scoshi Project
Paste the paragraphs you wrote for scoshi project!
If possible, please write the chapter name, and which analysis you used.
(1 paragraph each, right? wouldn't it be hard to compile if one person wrote more than 1 paragraph??)
masumi
----
Scoshi
Katrina Soliman, 113890
Chapter 10: Martin and Nakayama on Culture, Communication and Intercultural Relationships
Analysis used: The stages of relationships
An important theme evident throughout the whole story is the relationship between Joanne and Yoshiko. Early on, the author advised the readers to think about any friendships they had that didn’t really end well. I think this was meant to give the readers a hint of what the story was all about – the progression and eventual disintegration of the author’s relationship with Yoshiko. Firstly, the scene in the noodle shop tells us of how they started to know each other – the initiation (orientation) part of their relationship. The enthusiasm on both sides seems to assure us of a happy ending. The author expresses her satisfaction knowing that both she and Yoshiko had a lot in common. However, at the latter part of the conversation, when they were talking about Yoshiko’s arrival date and Yoshiko ‘nodded.. but made no other response except to rise,’ something appears to be wrong. Our doubts about the relationship’s progress is confirmed when the author expresses her disappointments with how Yoshiko was handling matters in her new environment. Their relationship fast-forwarded into the development and plateau stages, which ultimately lead to the decline and termination of their friendship in the end.
I think what is important to note here is that no one can really be held responsible for the relationship’s failure. It seems that both parties were forced to get to know and be comfortable with each other in such a fast pace that everything about their relationship seemed to be superficial. The relationship’s progress was heavily dictated by time constraints and high expectations from people around me. This probably put both Joanne and Yoshiko under stress, which resulted to a subtle contestation of power between the two (who dictates what, whose demands should be met etc). Evidently, it was Joanne who fully submitted to Yoshiko’s demands even though she felt that that was not how things should be.
----
Miki 101123
By the difference Yoshiko's culture and Joanne's culture, they must had one issue among them. Chapter 3 shouws that situation 'culture influences communication'(Relationshiop between culture and communication).
Yoshiko wanted to change her appartment, becuse the one of the reasons was about a neighborhood. She complained about him about on warm days without shirts (P17 L39). It is quite strenge appearnance for Japanese even it is a warm day. However, it is not strange for Joanne (for American). Cultural value is the most deeply felt, and values tell cultual groups what they ought to (Ch3,P63). In this man without shirts situation, Yoshiko's value (Japanese's) and Jpanne's value (American's) are difference. The cultural difference leads them the difficulty in understanding each other.
----
Yoshimi Takahashi, 081740
Chapter 8: Migrant-host Relationship
By using migrant-host relationship model, Yoshiko can be categorized in first form of Separation from her behavior expressed in the reading. People who are in Separation “retain their original culture and at the same time avoid interaction with other groups (ch.8 p.207).”As Brown says, “she seemed uninterested in getting to know our students or faculty, instead seeking out other Japanese living in the community (line13 p.16),” and “she has taken a hostile attitude toward many things, and her criticisms have put our college in an unfavorable light (line 24, p16),”Yoshiko keeps persisting Japanese way and avoiding interaction with co-workers, students and people in Iowa. Brown kept tying to understand Yoshiko and Japanese culture. However, Brown was upset at her behavior when Yoshiko complained about her apartment and insisted it should be in Japanese way. It can be seen in her line 17, p18, “she was not in Japan but in Iowa, that she had come to learn about another culture instead of clinging to her own, and that it was time she tried making compromises instead of demands.” This also implies that Yoshiko had not tried to learn Iowa culture, but persisted Japanese way.
Segregation, the second form of separation cannot be applied to Yoshiko since the condition constitutes Segregation when “Separation is initiated and enforced by the dominant society.” Yoshiko was neither initiated nor enforced by anyone to separate herself from American people or Iowa people.
I guess… I should mention the reason why she is not categorized in other three, Assimilation, Integration, and Marginalization… but oh well… this is a draft so…
----
courtney: chapter 8 separation model
Upon arriving in America, Yoshiko chose to keep herself separate from American culture, and did her best to maintain the kind of lifestyle she had while in Japan. The chapter 8 model of “separation” best illustrates Yoshiko’s behavior while in America.
The reading states that “separation is when migrants willingly chose to retain their original culture and at the same time avoid interaction with other groups.” Yoshiko’s lifestyle in America is a perfect example of this behavior. When she first arrives, according to Joanne she seemed uninterested in getting to know other members of the faculty or the students, and she secluded herself in her office with the door closed. Even when she made promises to appear as a guest speaker in other classes, but she never showed up. She bought her own car and moved in on her own, completely avoiding interaction with other Americans, including Joanne, who felt they had so much in common.
Yoshiko also directly chooses to retain her Japanese culture, although it seems as though it was less of a choice and more like lack of interest in even trying to assimilate to American culture. She certainly did not leave her behind her Japanese friends/contacts/family, which is evident by the five-hundred dollar phone bill. Her lack of willingness to try to live like an American is directly stated when she was talking to Joanne in the car. She complains about the old furniture, the lack of new appliances, and the black men in the neighborhood, claming that this is simply not the Japanese way. She had come to America to learn another culture, but instead clung unwaveringly to her Japanese necessities and lifestyle, using a simple explanation of “it is the Japanese way,: despite the fact that she lived in America.
----
Masumi Moto
Chapter 3 : Culture as Resistance to Dominant Society (p.73)
Yoshiko is having the problem of communicating with the different culture. She cannot step out of her culture and accept the other culture, since Yoshiko tends to lock herself up in her own shell when she arrives in Iowa. It may be just because she feels comfortable that way to keep her privacy. This could be an example of Japanese culture. When Yoshiko is on campus, “she [secludes] herself in her office with the door closed.” (16) So, she apparently seems like she is not interested in seeing other people. In addition, later in the story, Tadaharu says that “Japanese need privacy.” (21) Yoshiko can be considered as typical Japanese, who cares about her own personal space. Therefore, she is an individual who uses her “own space to resist dominant society,” (Ch 3, 73) and the society being the school.
----
Jin Shintani
Analysis on The Components of Competence : Chapter 12
The contrast of the acculturation procedure between Yoshiko and Tadaharu is vividly shown in the middle stage of the story. Tadaharu seems to be acculturating into the society very naturally without any difficulties, but were there any strategies in his successful acculturation? According to the Components of Competence introduced in Chapter 12, many concepts can be applied to their contrast. First of all, the Motivation (p317) differs greatly between these two. Second, Yoshiko does not show her complaints and opinions out, which may seem like a way of D.I.E. exercise(p320), and may prevent cultural conflicts. But however, this turns out to be a failure in the relationship between Yoshiko and Joanne. And Third, Tadaharu is actively working on many of the concepts listed in Behaviors and Skills (p321), such as emulating the American behavior and actively interacting with people, which corresponds with the concept of display of respect and empathy, and interaction management. As applied to acculturating theories like this, it can be said that the contrast between Yoshiko and Tadaharu was a good actual case in acculturation study, and many strategies can be seen from this.
&link_edit(text=Edit this page)
**Scoshi Project
Paste the paragraphs you wrote for scoshi project!
If possible, please write the chapter name, and which analysis you used.
(1 paragraph each, right? wouldn't it be hard to compile if one person wrote more than 1 paragraph??)
masumi
----
Scoshi
Katrina Soliman, 113890
Chapter 10: Martin and Nakayama on Culture, Communication and Intercultural Relationships
Analysis used: The stages of relationships
An important theme evident throughout the whole story is the relationship between Joanne and Yoshiko. Early on, the author advised the readers to think about any friendships they had that didn’t really end well. I think this was meant to give the readers a hint of what the story was all about – the progression and eventual disintegration of the author’s relationship with Yoshiko. Firstly, the scene in the noodle shop tells us of how they started to know each other – the initiation (orientation) part of their relationship. The enthusiasm on both sides seems to assure us of a happy ending. The author expresses her satisfaction knowing that both she and Yoshiko had a lot in common. However, at the latter part of the conversation, when they were talking about Yoshiko’s arrival date and Yoshiko ‘nodded.. but made no other response except to rise,’ something appears to be wrong. Our doubts about the relationship’s progress is confirmed when the author expresses her disappointments with how Yoshiko was handling matters in her new environment. Their relationship fast-forwarded into the development and plateau stages, which ultimately lead to the decline and termination of their friendship in the end.
I think what is important to note here is that no one can really be held responsible for the relationship’s failure. It seems that both parties were forced to get to know and be comfortable with each other in such a fast pace that everything about their relationship seemed to be superficial. The relationship’s progress was heavily dictated by time constraints and high expectations from people around me. This probably put both Joanne and Yoshiko under stress, which resulted to a subtle contestation of power between the two (who dictates what, whose demands should be met etc). Evidently, it was Joanne who fully submitted to Yoshiko’s demands even though she felt that that was not how things should be.
----
Miki 101123
By the difference Yoshiko's culture and Joanne's culture, they must had one issue among them. Chapter 3 shouws that situation 'culture influences communication'(Relationshiop between culture and communication).
Yoshiko wanted to change her appartment, becuse the one of the reasons was about a neighborhood. She complained about him about on warm days without shirts (P17 L39). It is quite strenge appearnance for Japanese even it is a warm day. However, it is not strange for Joanne (for American). Cultural value is the most deeply felt, and values tell cultual groups what they ought to (Ch3,P63). In this man without shirts situation, Yoshiko's value (Japanese's) and Jpanne's value (American's) are difference. The cultural difference leads them the difficulty in understanding each other.
----
Yoshimi Takahashi, 081740
Chapter 8: Migrant-host Relationship
By using migrant-host relationship model, Yoshiko can be categorized in first form of Separation from her behavior expressed in the reading. People who are in Separation “retain their original culture and at the same time avoid interaction with other groups (ch.8 p.207).”As Brown says, “she seemed uninterested in getting to know our students or faculty, instead seeking out other Japanese living in the community (line13 p.16),” and “she has taken a hostile attitude toward many things, and her criticisms have put our college in an unfavorable light (line 24, p16),”Yoshiko keeps persisting Japanese way and avoiding interaction with co-workers, students and people in Iowa. Brown kept tying to understand Yoshiko and Japanese culture. However, Brown was upset at her behavior when Yoshiko complained about her apartment and insisted it should be in Japanese way. It can be seen in her line 17, p18, “she was not in Japan but in Iowa, that she had come to learn about another culture instead of clinging to her own, and that it was time she tried making compromises instead of demands.” This also implies that Yoshiko had not tried to learn Iowa culture, but persisted Japanese way.
Segregation, the second form of separation cannot be applied to Yoshiko since the condition constitutes Segregation when “Separation is initiated and enforced by the dominant society.” Yoshiko was neither initiated nor enforced by anyone to separate herself from American people or Iowa people.
I guess… I should mention the reason why she is not categorized in other three, Assimilation, Integration, and Marginalization… but oh well… this is a draft so…
----
courtney: chapter 8 separation model
Upon arriving in America, Yoshiko chose to keep herself separate from American culture, and did her best to maintain the kind of lifestyle she had while in Japan. The chapter 8 model of “separation” best illustrates Yoshiko’s behavior while in America.
The reading states that “separation is when migrants willingly chose to retain their original culture and at the same time avoid interaction with other groups.” Yoshiko’s lifestyle in America is a perfect example of this behavior. When she first arrives, according to Joanne she seemed uninterested in getting to know other members of the faculty or the students, and she secluded herself in her office with the door closed. Even when she made promises to appear as a guest speaker in other classes, but she never showed up. She bought her own car and moved in on her own, completely avoiding interaction with other Americans, including Joanne, who felt they had so much in common.
Yoshiko also directly chooses to retain her Japanese culture, although it seems as though it was less of a choice and more like lack of interest in even trying to assimilate to American culture. She certainly did not leave her behind her Japanese friends/contacts/family, which is evident by the five-hundred dollar phone bill. Her lack of willingness to try to live like an American is directly stated when she was talking to Joanne in the car. She complains about the old furniture, the lack of new appliances, and the black men in the neighborhood, claming that this is simply not the Japanese way. She had come to America to learn another culture, but instead clung unwaveringly to her Japanese necessities and lifestyle, using a simple explanation of “it is the Japanese way,: despite the fact that she lived in America.
----
Masumi Moto
Chapter 3 : Culture as Resistance to Dominant Society (p.73)
Yoshiko is having the problem of communicating with the different culture. She cannot step out of her culture and accept the other culture, since Yoshiko tends to lock herself up in her own shell when she arrives in Iowa. It may be just because she feels comfortable that way to keep her privacy. This could be an example of Japanese culture. When Yoshiko is on campus, “she [secludes] herself in her office with the door closed.” (16) So, she apparently seems like she is not interested in seeing other people. In addition, later in the story, Tadaharu says that “Japanese need privacy.” (21) Yoshiko can be considered as typical Japanese, who cares about her own personal space. Therefore, she is an individual who uses her “own space to resist dominant society,” (Ch 3, 73) and the society being the school.
----
Jin Shintani
Analysis on The Components of Competence : Chapter 12
The contrast of the acculturation procedure between Yoshiko and Tadaharu is vividly shown in the middle stage of the story. Tadaharu seems to be acculturating into the society very naturally without any difficulties, but were there any strategies in his successful acculturation? According to the Components of Competence introduced in Chapter 12, many concepts can be applied to their contrast. First of all, the Motivation (p317) differs greatly between these two. Second, Yoshiko does not show her complaints and opinions out, which may seem like a way of D.I.E. exercise(p320), and may prevent cultural conflicts. But however, this turns out to be a failure in the relationship between Yoshiko and Joanne. And Third, Tadaharu is actively working on many of the concepts listed in Behaviors and Skills (p321), such as emulating the American behavior and actively interacting with people, which corresponds with the concept of display of respect and empathy, and interaction management. As applied to acculturating theories like this, it can be said that the contrast between Yoshiko and Tadaharu was a good actual case in acculturation study, and many strategies can be seen from this.
&link_edit(text=Edit this page)
