Answer:
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Answer:
Since the 1970s, historical studies of food in particular cultures have emerged as a new field, “culinary history.” Culinary history studies the origins and development of the foodstuffs, equipment, and techniques of cookery, the presentation and eating of meals, and the meanings of these activities to the societies that produce them. It looks at practices on both sides of the kitchen door, at the significance of the food to the cook and to those who consume it, and at how cooking is done and what the final product means. Consequently, culinary history is widely interdisciplinary. Studies make connections between the sciences – medical, biological, and social – and the humanities and draw heavily on anthropology, economics, psychology, folklore, literature, and the fine arts, as well as history. These multidisciplinary perspectives are integrated along geographic and temporal dimensions, and as a consequence, culinary history encompasses the whole process of procuring food from land or laboratory, moving it through processors and market-places, and finally placing it on the stove and onto the table. It emphasizes the role that food-related activities play in defining community, class, and social status – as epitomized in such fundamental human acts as the choice and consumption of one’s daily bread.
Culinary history can also be defined by what it is not. It is not, for example, simply a narrative account of what was eaten by a particular people at a particular time. Nor is it a matter of rendering entertaining stories about food, or telling anecdotes of people cooking and eating, or surveying cookbooks.
Explanation:hope this helped! :)
Answer:
C) cerebellum
Explanation:
The spinocerebellar degeneration is a rare disease which is caused by either a recessive or dominant allele and is thus inherited. The disease is caused when the degeneration of the neurons of the cerebellum and sometimes the spine occurs.
The disorder is progressive that is the symptoms appear in many stages and the first stage involves the unsteady state. Later symptoms become worse and the person is unable to stand and walk.
Thus, Option-C is the correct answer.
Answer:
Diagnostic, formative, benchmark and summative are few assessments that are used to identify students' strength and weaknesses.
Explanation:
There are four examples that helps a teacher identify the strength and weakness of a student. In diagnostic assessment, the student is analyzed by reading assessments and how fluent he is. He is also tested by the way he can cope up with a comprehension. In formative assessment, the student is watched and see how far he can understand the subject and is made to write a test time to time. The teachers questions the students as well as check over how their speech is. Benchmark and summative assessment are quite alike. A student's growth is tested with the end exam. A student is tested to see how far his knowledge is developed throughout the year with the help of benchmark and summative assessments.
