Topic: EI Assessment (think about both your results and the process of taking the assessment).
Respond to each of these prompts:
A short analysis as to why the Emotional Intelligence is important:
How this week’s topic of Emotional Intelligence ties in to your life and career:
A specific example of how Emotional Intelligence could apply to your work:
Something about Emotional Intelligence that caught your interest, resulted in an epiphany, or created an “aha”:
”
Something about Emotional Intelligence that may be used as a basis for classroom discussion:
Submissions should be approximately 600 words (1-2 pages double spaced using 12-font) and are graded on content, sophistication of writing, application of personal experience and format. Feel free to type directly onto this document.
Society for Comparative Studies in Society and History
How to Make a National Cuisine: Cookbooks in Contemporary India
Author(s): Arjun Appadurai
Source: Comparative Studies in Society and History, Vol. 30, No. 1 (Jan., 1988), pp. 3-24
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/179020 .
Accessed: 01/10/2013 08:31
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Cambridge University Press and Society for Comparative Studies in Society and History are collaborating with
JSTOR to digitize, preserve and extend access to Comparative Studies in Society and History.
http://www.jstor.org
This content downloaded from 128.122.62.63 on Tue, 1 Oct 2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=cup
http://www.jstor.org/stable/179020?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
How to Make a National Cuisine:
Cookbooks in Contemporary India
ARJUN APPADURAI
University of Pennsylvania
Cookbooks, which usually belong to the humble literature of complex civi-
lizations, tell unusual cultural tales. They combine the sturdy pragmatic vir-
tues of all manuals with the vicarious pleasures of the literature of the senses.
They reflect shifts in the boundaries of edibility, the proprieties of the culinary
process, the logic of meals, the exigencies of the household budget, the
vagaries of the market, and the structure of domestic ideologies. The exis-
tence of cookbooks presupposes not only some degree of literacy, but often an
effort on the part of some variety of specialist to standardize the regime of the
...
Writing an essay about traditional food is complex for several reasons:
- Traditional foods vary greatly across cultures, making it difficult to discuss the topic universally. Extensive research into different cuisines is needed.
- Balancing the historical and contemporary aspects of traditional food, accounting for globalization and fusion of cuisines, requires a nuanced approach.
- Exploring the social, economic, and environmental significance of food practices adds layers of complexity, as the connections between food, identity, rituals, and community must be uncovered.
- Generalizations and cliches must be avoided to craft a unique perspective that engages readers with fresh insights.
This thesis examines hierarchies of culinary prestige at Expo Milano 2015 and in the Michelin Guide. Ethnographic fieldwork at Expo revealed advantages that supported Western European cuisines while limiting representation from developing nations. Statistical analysis of Michelin data from NYC explored relationships between culinary recognition, economic factors, and demographics but failed to produce significant results. However, the data hinted that Michelin stars rewarded characteristics more accessible to wealthier nations' cuisines.
This document is Holly Cavanaugh's cover essay for an anthropology course. It summarizes her areas of interest in anthropology, which include culinary anthropology, development and globalization, digital and virtual anthropology, and the anthropology of art. For her future career, Holly aims to combine these areas of interest by conducting ethnographic research on topics like food sustainability in developing countries or using social media and photography to document food sustainability efforts. The essay outlines how Holly's coursework and experience have exposed her to these topics and how she hopes to further her knowledge and carve out her own niche within culinary anthropology through future graduate studies.
Here are the key points of the theoretical literature on interest rates:
- Classical theory views interest as the reward for productive use of capital, equal to the marginal productivity of physical capital.
- Interest equilibrates the demand for and supply of investible funds. Investment represents demand for funds, and interest clears this market.
- Interest equalizes aggregate savings and investment in the economy.
- Senior viewed interest as compensation for abstaining from consumption to save.
- Fisher emphasized the time preference aspect - people prefer consumption now over future consumption, so interest compensates for delayed consumption.
- Keynes challenged the classical view, arguing interest is determined not just by supply and demand but also by expectations of future
This document summarizes three studies conducted by the authors examining how Hong Kong Chinese respond to Western and global cultures through an analysis of exemplary persons and cultural values. In the studies, Hong Kong Chinese undergraduate students were asked to list exemplary persons from Chinese and Western cultures and rate the values associated with these persons. The authors hypothesized that Chinese exemplary persons would be associated with both status and solidarity values, while Western exemplary persons would be associated with status values only. The results supported this hypothesis, suggesting that Hong Kong Chinese acknowledge Western cultural superiority in status but maintain positive evaluations of Chinese culture based on solidarity attributes like traditional moral values.
Food and Culture Essay Example | Foods | Eating. 002 My Favorite Food Essay Example Favourite Meal ~ Thatsnotus. Food in Philippines - 4208 Words | Free Essay Example on GraduateWay. Sizzling Bombay – Authentic Indian Cuisine. My food essay | Term paper Example June 2020 - bucourseworkvlbw .... (The way we eat) Short Essay in Simple English. Traditional food essay - Smart Tips to Have Your Term Paper Written. Culture and food essay ideas. Food Essay | Indian Cuisine | Curry. ≫ World Food Culture Free Essay Sample on Samploon.com. Unforgettable My Favourite Food Essay ~ Thatsnotus. English Local Food Issues Essay Example | Topics and Well Written .... Narrative essay: My favorite food essay. Junk food and healthy food essay for kids. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay_On_Importance_Of_Food.docx - Essay On Importance Of Food 782 .... ⇉Indian Traditional Food Essay Example | GraduateWay.
Anthropologists view food and foodways as tools to understand cultures and societies, especially when situated in global and historical contexts. Ethnography relies on lived experience to holistically understand people's food practices. Food indicates social differentiation and hierarchy, and is a basic element of material culture and social life central to anthropology. Commensality, gifts, manners, and sociality can be probed through food.
Cultural relativism emphasizes understanding cultural practices within their own contexts, avoiding ethnocentric judgments. The emic view delves into internal meanings, while the etic view offers an external analysis. Cultural organization spans individual to societal levels, shaping identity and values. Globally and nationally, diverse practices, including rituals and traditions, contribute to the rich tapestry of human culture. Embracing cultural diversity fosters a more inclusive perspective, recognizing the significance of each cultural facet within its unique framework.
Writing an essay about traditional food is complex for several reasons:
- Traditional foods vary greatly across cultures, making it difficult to discuss the topic universally. Extensive research into different cuisines is needed.
- Balancing the historical and contemporary aspects of traditional food, accounting for globalization and fusion of cuisines, requires a nuanced approach.
- Exploring the social, economic, and environmental significance of food practices adds layers of complexity, as the connections between food, identity, rituals, and community must be uncovered.
- Generalizations and cliches must be avoided to craft a unique perspective that engages readers with fresh insights.
This thesis examines hierarchies of culinary prestige at Expo Milano 2015 and in the Michelin Guide. Ethnographic fieldwork at Expo revealed advantages that supported Western European cuisines while limiting representation from developing nations. Statistical analysis of Michelin data from NYC explored relationships between culinary recognition, economic factors, and demographics but failed to produce significant results. However, the data hinted that Michelin stars rewarded characteristics more accessible to wealthier nations' cuisines.
This document is Holly Cavanaugh's cover essay for an anthropology course. It summarizes her areas of interest in anthropology, which include culinary anthropology, development and globalization, digital and virtual anthropology, and the anthropology of art. For her future career, Holly aims to combine these areas of interest by conducting ethnographic research on topics like food sustainability in developing countries or using social media and photography to document food sustainability efforts. The essay outlines how Holly's coursework and experience have exposed her to these topics and how she hopes to further her knowledge and carve out her own niche within culinary anthropology through future graduate studies.
Here are the key points of the theoretical literature on interest rates:
- Classical theory views interest as the reward for productive use of capital, equal to the marginal productivity of physical capital.
- Interest equilibrates the demand for and supply of investible funds. Investment represents demand for funds, and interest clears this market.
- Interest equalizes aggregate savings and investment in the economy.
- Senior viewed interest as compensation for abstaining from consumption to save.
- Fisher emphasized the time preference aspect - people prefer consumption now over future consumption, so interest compensates for delayed consumption.
- Keynes challenged the classical view, arguing interest is determined not just by supply and demand but also by expectations of future
This document summarizes three studies conducted by the authors examining how Hong Kong Chinese respond to Western and global cultures through an analysis of exemplary persons and cultural values. In the studies, Hong Kong Chinese undergraduate students were asked to list exemplary persons from Chinese and Western cultures and rate the values associated with these persons. The authors hypothesized that Chinese exemplary persons would be associated with both status and solidarity values, while Western exemplary persons would be associated with status values only. The results supported this hypothesis, suggesting that Hong Kong Chinese acknowledge Western cultural superiority in status but maintain positive evaluations of Chinese culture based on solidarity attributes like traditional moral values.
Food and Culture Essay Example | Foods | Eating. 002 My Favorite Food Essay Example Favourite Meal ~ Thatsnotus. Food in Philippines - 4208 Words | Free Essay Example on GraduateWay. Sizzling Bombay – Authentic Indian Cuisine. My food essay | Term paper Example June 2020 - bucourseworkvlbw .... (The way we eat) Short Essay in Simple English. Traditional food essay - Smart Tips to Have Your Term Paper Written. Culture and food essay ideas. Food Essay | Indian Cuisine | Curry. ≫ World Food Culture Free Essay Sample on Samploon.com. Unforgettable My Favourite Food Essay ~ Thatsnotus. English Local Food Issues Essay Example | Topics and Well Written .... Narrative essay: My favorite food essay. Junk food and healthy food essay for kids. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay_On_Importance_Of_Food.docx - Essay On Importance Of Food 782 .... ⇉Indian Traditional Food Essay Example | GraduateWay.
Anthropologists view food and foodways as tools to understand cultures and societies, especially when situated in global and historical contexts. Ethnography relies on lived experience to holistically understand people's food practices. Food indicates social differentiation and hierarchy, and is a basic element of material culture and social life central to anthropology. Commensality, gifts, manners, and sociality can be probed through food.
Cultural relativism emphasizes understanding cultural practices within their own contexts, avoiding ethnocentric judgments. The emic view delves into internal meanings, while the etic view offers an external analysis. Cultural organization spans individual to societal levels, shaping identity and values. Globally and nationally, diverse practices, including rituals and traditions, contribute to the rich tapestry of human culture. Embracing cultural diversity fosters a more inclusive perspective, recognizing the significance of each cultural facet within its unique framework.
This document discusses cultural relativism and its implications for intercultural communication. It begins by defining cultural relativism as the belief that cultural practices should be assessed within their own context rather than by outside standards. While cultural relativism promotes cultural understanding, it is not without challenges. Some argue cultures are not static and influence each other through globalization. The document concludes that cultural relativism supports principles of mutual understanding and non-imposition in intercultural exchange. Specific cultural elements can be evaluated individually but one should not view entire cultures as superior or inferior to others.
Cultural relativism is an important concept in anthropology that emerged in response to ethnocentrism. It argues that a culture should only be understood within the context of its own traditions and history, not by another cultural standard. Franz Boas is considered the founder of cultural relativism, arguing that cultures cannot be objectively ranked as superior or inferior. His student Ruth Benedict further developed these ideas in her works exploring different cultural practices in their own contexts. While cultural relativism aims to avoid ethnocentrism, some argue it can also hinder cross-cultural understanding if taken to an extreme. Finding the right balance is an ongoing discussion.
008 Summary Essay Example Of Essays Article About The Best ~ Thatsnotus. Summary essay example, How to write an essay summary? ️ BookWormLab. Summary Response Essay Example - Advanced Academic Writing/Summary .... 012 Summary Response Essays Save Paragraph Template One Page Of And ....
Traditional Food Essay. Food and Culture Essay Example Foods EatingJanet Jackson
Food and Culture Essay Example | Foods | Eating. 002 My Favorite Food Essay Example Favourite Meal ~ Thatsnotus. Food in Philippines - 4208 Words | Free Essay Example on GraduateWay. Sizzling Bombay – Authentic Indian Cuisine. My food essay | Term paper Example June 2020 - bucourseworkvlbw .... (The way we eat) Short Essay in Simple English. Traditional food essay - Smart Tips to Have Your Term Paper Written. Culture and food essay ideas. Food Essay | Indian Cuisine | Curry. ≫ World Food Culture Free Essay Sample on Samploon.com. Unforgettable My Favourite Food Essay ~ Thatsnotus. English Local Food Issues Essay Example | Topics and Well Written .... Narrative essay: My favorite food essay. Junk food and healthy food essay for kids. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay_On_Importance_Of_Food.docx - Essay On Importance Of Food 782 .... ⇉Indian Traditional Food Essay Example | GraduateWay.
The document discusses the differences between Chinese and Western diet culture and their influence on international business. It outlines some key differences, such as Chinese emphasis on food appearance/taste versus Western focus on nutrition. Chinese eating habits include communal meals while Western involves individual plates. These cultural differences can lead to misunderstandings in business settings when negotiating or dining together. Understanding differences is important for smooth international business interactions and cultural exchange.
This oral presentation covers various topics in anthropology including the biological and cultural evolution of humans, the development of societies from early hunter-gatherer groups to modern industrial and post-industrial societies, concepts of culture, social groups, institutions, education, religion, social stratification, and responses to social and political change. It is presented by Sir Caloy and aims to provide a holistic overview of anthropological perspectives and the value of anthropology in understanding what it means to be human.
Culture and Marketing make us human. Without culture, can there be any such thing as marketing? Without marketing, does culture survive? In the widest sense, we are all producers, consumers, and marketers of culture. At the time of writing this article, the cherry blossom blooming outside of my window gave me inspiration. Like culture, cherry blossom epitomizes both transience and symbolic transcendence, governed by environmental factors - with the petals symbolizing the connected and overlapping levels at which culture exists
This document discusses indigenous science and technology in the Philippines. It describes how indigenous knowledge is passed down through generations and integrated into daily life. Examples of indigenous knowledge include predicting weather patterns, herbal medicine, food preservation, plant and animal classification, seed selection, local tools and infrastructure, and agricultural techniques. The document also explains that indigenous science involves applying processes like observation and problem-solving to traditional knowledge guided by cultural values like environmental stewardship. Indigenous science has contributed to fields like astronomy, medicine, and metallurgy. It is composed of traditional knowledge, science skills, and community values and culture.
This document discusses cultural dynamics in assessing global markets. It covers several key points:
1. Cultures are complex and influenced by many factors like material goods, social institutions, and beliefs.
2. Markets are shaped by the interaction of cultural, economic, and marketer influences. Understanding culture is crucial for international marketers.
3. There are different levels of culture from national to occupational that marketers must consider. Cultures also change over time through borrowing and planned/unplanned changes.
Discover the multiple meanings of ‘culture’ and why you belong to many not just one.
Learn about cultural universals: how we are more alike than we are different.
Think about this model for understanding cultural differences.
The document discusses the definitions and differences between culinary, kulinology, and gastronomy. It states that gastronomy is the broadest concept, involving an appreciation of food as well as the cultural, historical, and environmental contexts of different cuisines. Gastronomy examines how factors like geography, climate, ethnicity, and history influence the ingredients, cooking techniques, and cultural importance of food in various places. The document outlines several elements that characterize a country's gastronomic identity, such as dominant ingredients, cooking methods, and how food is integrated with cultural traditions and events.
The document discusses different definitions and perspectives of culture. It notes that culture is difficult to define as it encompasses many fields like anthropology, sociology, and history. It discusses Arnold's view of culture referring only to high artistic works, which was later criticized for excluding most people. Tylor's definition considered culture as the complex knowledge, beliefs, arts, and habits of a whole society. The document also mentions Goodenough's cognitive view of culture as the knowledge people must acquire to function in a society.
This document discusses key concepts related to culture and society. It defines culture as the totality of learned behaviors and beliefs shared by a group of people. A society consists of people who share a common culture and heritage. All societies exhibit certain cultural universals, or practices that meet essential human needs. While cultural practices are universal, how they are expressed varies across cultures. The document also discusses concepts like ethnocentrism, cultural relativism, norms, values, and the role of language and symbols in shaping culture.
The document discusses various topics related to cultural geography including what culture is, how cultures change and diffuse, and theories about cultural evolution and diffusion. It also discusses global diffusion of Western culture and current perceptions of American culture. Cultures are learned and shared systems of symbols, behaviors and meanings that are passed down within societies. Cultures can change internally through technological developments or externally through processes of cultural diffusion and acculturation between societies.
The document discusses the concept of culture and how cultures change. It defines culture and lists some of its key elements, such as language, norms, values, beliefs, social roles, and cultural integration. The document contrasts folk/local culture with popular culture and material versus non-material aspects of culture. It also examines how cultures change through processes like migration, diffusion, assimilation, and acculturation. The document suggests cultures can change in response to factors like globalization.
Classification Essay. Classification essay: outline, format, structure, topic...Sara Carter
Classification Essay by Alyssa Servie - Issuu. How to Write a Division Classification Essay - Useful Guide. Order 871655 classification essay. Top 200 Classification Essay Topics and Ideas for Students. Classification Papers in Academic Writing. classification essay. How to Write a Classification Essay: Example and Tips | EssayWriters.us.
Causes Of The Civil War Essay. . Many Causes Of The Civil War - Free Essay Ex...Melissa Otero
Causes of Civil War essay American Civil War. Causes of the civil war thematic essay. essay examples: causes of the civil war essay. cause and effect of civil war essay. ️ Causes of the civil war essay. Short Essay on the Causes of the .... What was the biggest cause of the civil war. Essay On The Causes Of .... Causes of the Civil War: Battle on the Bay - 380 Words Essay Example. Causes of the Civil War Essay Essay on Causes of the Civil War Essay .... Causes of the Civil War Argumentative Essay with Rubric TpT. Causes Of American Civil War Essay. Causes Of The Civil War Essays. Causes of the Civil War Essay Example Topics and Well Written Essays .... Causes Essay on US Civil War History - Level 3 NCEA Thinkswap. Social Causes Of The Civil War Essay Examples SpeedyPaper.com. Many Causes Of The Civil War - Free Essay Example PapersOwl.com. Civil War Essay Essay on Civil War for Students and Children in .... Causes Of Civil War Essay - American Civil War. Three Causes of American Civil War Free Essay Sample on Samploon.com Causes Of The Civil War Essay Causes Of The Civil War Essay. . Many Causes Of The Civil War - Free Essay Example PapersOwl.com
Cuisine and Culture: How Food Reflects Societies Around the GlobeTheSpanishGroupLLC
Food is more than just sustenance; it is a reflection of culture, history and identity. The culinary traditions of a society often reveal its values, beliefs, and social structure. In this blog, we will explore how food reflects societies around the globe, highlighting the rich tapestry of flavors and traditions that make each culture unique.
Food and culture anth 220 (queens college) syllabusJohn Smith
This document provides the syllabus for the ANTHROPOLOGY 220: FOOD & CULTURE course taught in the Fall 2012 semester. The course will be taught on Tuesdays and Thursdays from 12:15-1:30pm in Powdermaker 114. It will examine how food is connected to social, material, and ideological aspects of culture. Topics include cannibalism, gender and kinship, class, globalization, and more. Students will complete assignments involving ethnographic research, writing, and cooking related to course themes. Assignments include a food presentation, two short research papers, and a critical analysis paper. The course will rely heavily on the Blackboard site for communication and course materials
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docxturveycharlyn
The document discusses the evolving role of nursing informatics specialists. It describes how the role has expanded over the last 50 years from basic IT support to more specialized roles requiring graduate degrees. Emerging areas for nursing informatics include supporting virtual care delivery, remote patient monitoring, and integrating new sources of patient data from sensors. The role will continue evolving rapidly to help healthcare organizations effectively manage and apply new knowledge and technologies.
More Related Content
Similar to Topic EI Assessment (think about both your results and the proc.docx
This document discusses cultural relativism and its implications for intercultural communication. It begins by defining cultural relativism as the belief that cultural practices should be assessed within their own context rather than by outside standards. While cultural relativism promotes cultural understanding, it is not without challenges. Some argue cultures are not static and influence each other through globalization. The document concludes that cultural relativism supports principles of mutual understanding and non-imposition in intercultural exchange. Specific cultural elements can be evaluated individually but one should not view entire cultures as superior or inferior to others.
Cultural relativism is an important concept in anthropology that emerged in response to ethnocentrism. It argues that a culture should only be understood within the context of its own traditions and history, not by another cultural standard. Franz Boas is considered the founder of cultural relativism, arguing that cultures cannot be objectively ranked as superior or inferior. His student Ruth Benedict further developed these ideas in her works exploring different cultural practices in their own contexts. While cultural relativism aims to avoid ethnocentrism, some argue it can also hinder cross-cultural understanding if taken to an extreme. Finding the right balance is an ongoing discussion.
008 Summary Essay Example Of Essays Article About The Best ~ Thatsnotus. Summary essay example, How to write an essay summary? ️ BookWormLab. Summary Response Essay Example - Advanced Academic Writing/Summary .... 012 Summary Response Essays Save Paragraph Template One Page Of And ....
Traditional Food Essay. Food and Culture Essay Example Foods EatingJanet Jackson
Food and Culture Essay Example | Foods | Eating. 002 My Favorite Food Essay Example Favourite Meal ~ Thatsnotus. Food in Philippines - 4208 Words | Free Essay Example on GraduateWay. Sizzling Bombay – Authentic Indian Cuisine. My food essay | Term paper Example June 2020 - bucourseworkvlbw .... (The way we eat) Short Essay in Simple English. Traditional food essay - Smart Tips to Have Your Term Paper Written. Culture and food essay ideas. Food Essay | Indian Cuisine | Curry. ≫ World Food Culture Free Essay Sample on Samploon.com. Unforgettable My Favourite Food Essay ~ Thatsnotus. English Local Food Issues Essay Example | Topics and Well Written .... Narrative essay: My favorite food essay. Junk food and healthy food essay for kids. How important is food? - GCSE Design & Technology - Marked by Teachers.com. Essay_On_Importance_Of_Food.docx - Essay On Importance Of Food 782 .... ⇉Indian Traditional Food Essay Example | GraduateWay.
The document discusses the differences between Chinese and Western diet culture and their influence on international business. It outlines some key differences, such as Chinese emphasis on food appearance/taste versus Western focus on nutrition. Chinese eating habits include communal meals while Western involves individual plates. These cultural differences can lead to misunderstandings in business settings when negotiating or dining together. Understanding differences is important for smooth international business interactions and cultural exchange.
This oral presentation covers various topics in anthropology including the biological and cultural evolution of humans, the development of societies from early hunter-gatherer groups to modern industrial and post-industrial societies, concepts of culture, social groups, institutions, education, religion, social stratification, and responses to social and political change. It is presented by Sir Caloy and aims to provide a holistic overview of anthropological perspectives and the value of anthropology in understanding what it means to be human.
Culture and Marketing make us human. Without culture, can there be any such thing as marketing? Without marketing, does culture survive? In the widest sense, we are all producers, consumers, and marketers of culture. At the time of writing this article, the cherry blossom blooming outside of my window gave me inspiration. Like culture, cherry blossom epitomizes both transience and symbolic transcendence, governed by environmental factors - with the petals symbolizing the connected and overlapping levels at which culture exists
This document discusses indigenous science and technology in the Philippines. It describes how indigenous knowledge is passed down through generations and integrated into daily life. Examples of indigenous knowledge include predicting weather patterns, herbal medicine, food preservation, plant and animal classification, seed selection, local tools and infrastructure, and agricultural techniques. The document also explains that indigenous science involves applying processes like observation and problem-solving to traditional knowledge guided by cultural values like environmental stewardship. Indigenous science has contributed to fields like astronomy, medicine, and metallurgy. It is composed of traditional knowledge, science skills, and community values and culture.
This document discusses cultural dynamics in assessing global markets. It covers several key points:
1. Cultures are complex and influenced by many factors like material goods, social institutions, and beliefs.
2. Markets are shaped by the interaction of cultural, economic, and marketer influences. Understanding culture is crucial for international marketers.
3. There are different levels of culture from national to occupational that marketers must consider. Cultures also change over time through borrowing and planned/unplanned changes.
Discover the multiple meanings of ‘culture’ and why you belong to many not just one.
Learn about cultural universals: how we are more alike than we are different.
Think about this model for understanding cultural differences.
The document discusses the definitions and differences between culinary, kulinology, and gastronomy. It states that gastronomy is the broadest concept, involving an appreciation of food as well as the cultural, historical, and environmental contexts of different cuisines. Gastronomy examines how factors like geography, climate, ethnicity, and history influence the ingredients, cooking techniques, and cultural importance of food in various places. The document outlines several elements that characterize a country's gastronomic identity, such as dominant ingredients, cooking methods, and how food is integrated with cultural traditions and events.
The document discusses different definitions and perspectives of culture. It notes that culture is difficult to define as it encompasses many fields like anthropology, sociology, and history. It discusses Arnold's view of culture referring only to high artistic works, which was later criticized for excluding most people. Tylor's definition considered culture as the complex knowledge, beliefs, arts, and habits of a whole society. The document also mentions Goodenough's cognitive view of culture as the knowledge people must acquire to function in a society.
This document discusses key concepts related to culture and society. It defines culture as the totality of learned behaviors and beliefs shared by a group of people. A society consists of people who share a common culture and heritage. All societies exhibit certain cultural universals, or practices that meet essential human needs. While cultural practices are universal, how they are expressed varies across cultures. The document also discusses concepts like ethnocentrism, cultural relativism, norms, values, and the role of language and symbols in shaping culture.
The document discusses various topics related to cultural geography including what culture is, how cultures change and diffuse, and theories about cultural evolution and diffusion. It also discusses global diffusion of Western culture and current perceptions of American culture. Cultures are learned and shared systems of symbols, behaviors and meanings that are passed down within societies. Cultures can change internally through technological developments or externally through processes of cultural diffusion and acculturation between societies.
The document discusses the concept of culture and how cultures change. It defines culture and lists some of its key elements, such as language, norms, values, beliefs, social roles, and cultural integration. The document contrasts folk/local culture with popular culture and material versus non-material aspects of culture. It also examines how cultures change through processes like migration, diffusion, assimilation, and acculturation. The document suggests cultures can change in response to factors like globalization.
Classification Essay. Classification essay: outline, format, structure, topic...Sara Carter
Classification Essay by Alyssa Servie - Issuu. How to Write a Division Classification Essay - Useful Guide. Order 871655 classification essay. Top 200 Classification Essay Topics and Ideas for Students. Classification Papers in Academic Writing. classification essay. How to Write a Classification Essay: Example and Tips | EssayWriters.us.
Causes Of The Civil War Essay. . Many Causes Of The Civil War - Free Essay Ex...Melissa Otero
Causes of Civil War essay American Civil War. Causes of the civil war thematic essay. essay examples: causes of the civil war essay. cause and effect of civil war essay. ️ Causes of the civil war essay. Short Essay on the Causes of the .... What was the biggest cause of the civil war. Essay On The Causes Of .... Causes of the Civil War: Battle on the Bay - 380 Words Essay Example. Causes of the Civil War Essay Essay on Causes of the Civil War Essay .... Causes of the Civil War Argumentative Essay with Rubric TpT. Causes Of American Civil War Essay. Causes Of The Civil War Essays. Causes of the Civil War Essay Example Topics and Well Written Essays .... Causes Essay on US Civil War History - Level 3 NCEA Thinkswap. Social Causes Of The Civil War Essay Examples SpeedyPaper.com. Many Causes Of The Civil War - Free Essay Example PapersOwl.com. Civil War Essay Essay on Civil War for Students and Children in .... Causes Of Civil War Essay - American Civil War. Three Causes of American Civil War Free Essay Sample on Samploon.com Causes Of The Civil War Essay Causes Of The Civil War Essay. . Many Causes Of The Civil War - Free Essay Example PapersOwl.com
Cuisine and Culture: How Food Reflects Societies Around the GlobeTheSpanishGroupLLC
Food is more than just sustenance; it is a reflection of culture, history and identity. The culinary traditions of a society often reveal its values, beliefs, and social structure. In this blog, we will explore how food reflects societies around the globe, highlighting the rich tapestry of flavors and traditions that make each culture unique.
Food and culture anth 220 (queens college) syllabusJohn Smith
This document provides the syllabus for the ANTHROPOLOGY 220: FOOD & CULTURE course taught in the Fall 2012 semester. The course will be taught on Tuesdays and Thursdays from 12:15-1:30pm in Powdermaker 114. It will examine how food is connected to social, material, and ideological aspects of culture. Topics include cannibalism, gender and kinship, class, globalization, and more. Students will complete assignments involving ethnographic research, writing, and cooking related to course themes. Assignments include a food presentation, two short research papers, and a critical analysis paper. The course will rely heavily on the Blackboard site for communication and course materials
Similar to Topic EI Assessment (think about both your results and the proc.docx (20)
Exam #3 ReviewChapter 10· Balance of payment statements · .docxturveycharlyn
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docxturveycharlyn
The document discusses the evolving role of nursing informatics specialists. It describes how the role has expanded over the last 50 years from basic IT support to more specialized roles requiring graduate degrees. Emerging areas for nursing informatics include supporting virtual care delivery, remote patient monitoring, and integrating new sources of patient data from sensors. The role will continue evolving rapidly to help healthcare organizations effectively manage and apply new knowledge and technologies.
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docxturveycharlyn
ework
Market
45
13
5.0
(441)
admin
New bid from Madam Cathy
here is my bid
admin
TJ2021 accepted the bid and paid the down payment
Im about to post the second one
okay dear
Do you know how to do power point videos
the powerpoint document or videos?
Let me see. One min
okaydear
Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
Evolving Technology Please respond to the following Analyze t.docxturveycharlyn
"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
Evolving Health Care Environment and Political ActivismRead and .docxturveycharlyn
Evolving Health Care Environment and Political Activism
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
Evolving Families PresentationPrepare a PowerPoint presentatio.docxturveycharlyn
Evolving Families Presentation
Prepare a PowerPoint presentation to explore how families have changed over time. Be sure to include the contributors to the various changes. The presentation should consist of at least eight (not to exceed 10) slides as described below:
Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
EvolutionLets keep this discussion scientific! I do not want .docxturveycharlyn
This document outlines discussion topics on evolution and asks students to respond to one of the topics in a primary post of at least 125 words, and also make a substantive reply to a fellow student. The first topic asks students to read an article on how some species are adapting to climate change, and then explain the difference between phenotypic plasticity and genetic evolution based on the article. It also asks how we can tell the difference between these two mechanisms when species change over time.
Evolutionary Theory ApproachDiscuss your understanding of .docxturveycharlyn
Evolutionary Theory Approach
Discuss your understanding of the theory of evolution. Explain how the concept of natural selection might be applied to the development of personality
Genetic/biological Approach
Develop two goals for a client with ADHD using the genetic and biological theories of personality development. Explain how these goals utilize the genetic and/or biological theories.
Explain how Eysenck’s approach compares with the other theories related to genetic and biological aspects of personality development. What are the benefits of each of these theories?
.
Evolution or change over time occurs through the processes of natura.docxturveycharlyn
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docxturveycharlyn
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docxturveycharlyn
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docxturveycharlyn
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docxturveycharlyn
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docxturveycharlyn
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docxturveycharlyn
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docxturveycharlyn
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docxturveycharlyn
This document outlines the competencies and evaluation criteria for a course on evidenced-based practice and evaluating quantitative research studies. The course aims to help baccalaureate graduate nurses develop skills in several areas related to research and evidence-based practice, including examining relationships between theory, practice and research; interpreting research findings; differentiating ethical and legal guidelines for research; integrating evidence from various sources to inform clinical practice; and collaborating with health teams on research and improving patient outcomes. Students will be evaluated on their ability to critically evaluate the research design, methods/procedures, results and implications of studies using established checklists to determine mastery of these competencies.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docxturveycharlyn
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docxturveycharlyn
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Topic EI Assessment (think about both your results and the proc.docx
1. Topic: EI Assessment (think about both your results and the
process of taking the assessment).
Respond to each of these prompts:
A short analysis as to why the Emotional Intelligence is
important:
How this week’s topic of Emotional Intelligence ties in to your
life and career:
A specific example of how Emotional Intelligence could apply
to your work:
Something about Emotional Intelligence that caught your
interest, resulted in an epiphany, or created an “aha”:
”
Something about Emotional Intelligence that may be used as a
basis for classroom discussion:
Submissions should be approximately 600 words (1-2 pages
double spaced using 12-font) and are graded on content,
sophistication of writing, application of personal experience and
format. Feel free to type directly onto this document.
Society for Comparative Studies in Society and History
How to Make a National Cuisine: Cookbooks in Contemporary
2. India
Author(s): Arjun Appadurai
Source: Comparative Studies in Society and History, Vol. 30,
No. 1 (Jan., 1988), pp. 3-24
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/179020 .
Accessed: 01/10/2013 08:31
Your use of the JSTOR archive indicates your acceptance of the
Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars,
researchers, and students discover, use, and build upon a wide
range of
content in a trusted digital archive. We use information
technology and tools to increase productivity and facilitate new
forms
of scholarship. For more information about JSTOR, please
contact [email protected]
.
Cambridge University Press and Society for Comparative
Studies in Society and History are collaborating with
JSTOR to digitize, preserve and extend access to Comparative
Studies in Society and History.
http://www.jstor.org
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=cup
http://www.jstor.org/stable/179020?origin=JSTOR-pdf
3. http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
How to Make a National Cuisine:
Cookbooks in Contemporary India
ARJUN APPADURAI
University of Pennsylvania
Cookbooks, which usually belong to the humble literature of
complex civi-
lizations, tell unusual cultural tales. They combine the sturdy
pragmatic vir-
tues of all manuals with the vicarious pleasures of the literature
of the senses.
They reflect shifts in the boundaries of edibility, the proprieties
of the culinary
process, the logic of meals, the exigencies of the household
budget, the
vagaries of the market, and the structure of domestic ideologies.
The exis-
tence of cookbooks presupposes not only some degree of
literacy, but often an
effort on the part of some variety of specialist to standardize the
regime of the
kitchen, to transmit culinary lore, and to publicize particular
traditions guid-
ing the journey of food from marketplace to kitchen to table.
Insofar as
cookbooks reflect the kind of technical and cultural elaboration
we grace with
the term cuisine, they are likely, as Jack Goody has recently
argued, to be
representations not only of structures of production and
distribution and of
4. social and cosmological schemes, but of class and hierarchy
(1982). Their
spread is an important sign of what Norbert Elias has called
"the civilizing
process" (1978). The increased interest of historians and
anthropologists in
cookbooks should therefore come as no surprise (Chang 1977;
Cosman 1976;
Khare 1976a, 1976b).
This essay discusses cookbooks produced by a particular type of
society at
a particular moment in its history. The last two decades have
witnessed in
India an extremely significant increase in the number of printed
cookbooks
pertaining to Indian food written in English and directed at an
Anglophone
readership. This type of cookbook raises a variety of interesting
issues that are
involved in understanding the process by which a national
cuisine is con-
Earlier versions of this article were presented at the University
of California, Santa Barbara; the
University of California, Berkeley; Bryn Mawr College; the
Center for Advanced Study in the
Behavioral Sciences, Stanford; the Oriental Club of
Philadelphia, and the University of Houston.
I am grateful for comments and criticism made by participants
at each of these occasions, but
must especially thank Burton Benedict, Gerald Berreman,
Stanley Brandes, Donald Brown,
Shelly Errington, Nelson Graburn, Ulf Hannerz, Alan Heston,
Joanna Kirkpatrick, Del Kolve,
Robert Krauss, Paul Rabinow, Renato Rosaldo, Corine Schomer,
5. Judith Shapiro, Brian Spooner,
Dennis Thompson, and Aram Yengoyan. I owe special thanks to
my wife, colleague, and fellow
cook, Carol A. Breckenridge. The staff of the Center for
Advanced Study in the Behavioral
Sciences made the task of completing this paper far less painful
than it would otherwise have
been.
0010-4175/88/1193-0110 $5.00 ? 1988 Society for Comparative
Study of Society and History
3
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
4 ARJUN APPADURAI
structed under contemporary conditions. Language and literacy,
cities and
ethnicity, women and domesticity, all are examples of issues
that lie behind
these cookbooks. In examining these issues in the Indian case,
we can begin
to sharpen our comparative instincts about how cuisines are
constructed and
about what cookbooks imply and create. But before I begin to
describe and
interpret these books, I need to introduce a comparative
problem regarding
culinary traditions to which they draw our attention.
6. Cookbooks appear in literate civilizations where the display of
class hier-
archies is essential to their maintenance, and where cooking is
seen as a
communicable variety of expert knowledge. Cookbooks in the
preindustrial
world are best documented in the agrarian civilizations of
Europe, China, and
the Middle East. In these cases, the historical impetus for the
production of
the earliest cookbooks seems to have come from royal or
aristocratic milieus,
because these were the ones that could afford complex cuisines
and had access
to the special resources required for the production and
consumption of writ-
ten texts.
The evolution of a high cuisine, to use Goody's term, does not
follow
exactly the same form or sequence in each of these locales. But
with the
possible exceptions of China and Italy, there is in every case a
powerful
tendency to emphasize and reproduce the difference between
"high" and
"low" cuisines, between court food and peasant food, between
the diet of
urban centers and that of rural peripheries. Imperial cuisines
always drew
upon regional, provincial, and folk materials and recipes.
Preindustrial elites
often displayed their political power, their commercial reach,
and their cos-
mopolitan tastes by drawing in ingredients, techniques, and
7. even cooks from
far and wide. Yet these high cuisines, with their emphasis on
spectacle,
disguise, and display, always seek to distance themselves from
their local
sources. The regional idiom is here decisively subordinated to a
central,
culturally superior, idiom. French haute cuisine is exemplary of
this type of
high cuisine. In the cases of China and Italy, by contrast,
regional cuisines are
the hautes cuisines, and no imperial or metropolitan culinary
idiom really
appears to have achieved hegemony, even today. In the Chinese
case, to the
degree that a civilizational standard has emerged, it appears to
be the colorless
common denominator of the complex regional variants. In Italy,
at least until
very recently, it appears to be impossible to speak of a high,
transregional
cuisine.
1 The single most important comparative treatment of cuisine
from a sociological point of
view is found in Goody (1982). In addition to that study, which
has provided a good deal of the
comparative perspective in this essay, I have also consulted the
following sources for my under-
standing of non-Indian culinary traditions: Ahsan (1979);
Austin (1888); Chang (1977); Cosman
(1976); Forster and Ranum (1979); Furnivall (1868); Revel
(1979); Roden (1972); Rodinson
(1950); Root (1977); Vehling (1977). Goody (1982) contains an
excellent and extensive
bibliography.
8. This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA 5
In India, we see another sort of pattern, one that is, in some
respects,
unique. In this pattern the construction of a national cuisine is
essentially a
postindustrial, postcolonial process. But the traditional Indian
picture has
some parallels with those of the other major culinary regions of
the world.
Like the cooking of ancient and early-medieval Europe,
preindustrial China,
and the precolonial Middle East, cooking in India is deeply
embedded in
moral and medical beliefs and prescriptions. As in the Chinese
and Italian
cases, the premodern culinary traditions are largely regional and
ethnic. As in
Ottoman Istanbul in the seventeenth century, court cuisines
drew on foods and
recipes from great distances (Sharar 1975). But in contrast to all
these prein-
dustrial cases, in India before this century, the emergence of a
gustatory
approach to food (that is, one that is independent of its moral
and medical
implications), the related textualization of the culinary realm,
and the produc-
9. tion of cookbooks seem to have been poorly developed (Khare
1976a).
In the Indian case, the cuisine that is emerging today is a
national cuisine in
which regional cuisines play an important role, and the national
cuisine does
not seek to hide its regional or ethnic roots.2 Like their
counterparts in Eng-
land and France in the early eighteenth century, the new Indian
cookbooks are
fueled by the spread of print media and the cultural rise of the
new middle
classes. As in all the other cases, but notably later, food may
finally be said to
be emerging as a partly autonomous enterprise, freed of its
moral and medical
constraints. The Indian pattern may well provide an early model
of what
might be expected to occur with increasing frequency and
intensity in other
societies having complex regional cuisines and recently
acquired nationhood,
and in which a postindustrial and postcolonial middle class is
constructing a
particular sort of polyglot culture. This pattern, which is
discussed in the rest
of this essay, might well be found, with the appropriate cultural
inflections, in
places like Mexico, Nigeria, and Indonesia.
THE SOCIAL WORLD OF THE NEW INDIAN CUISINE
The audience as well as the authors of the English-language
cookbooks pro-
duced in India in the last two decades are middle-class urban
10. women. But the
middle class in India is large and highly differentiated. It
includes civil ser-
2 Goody's discussion of the Indian material (Goody 1982:114-
26) takes issue at several points
with the approach and arguments of R. S. Khare (1976a, 1976b).
On the question of whether a
pan-Indian high cuisine existed in premoder India, Goody
appears to have confused the question
of regional and courtly high cuisines with the matter of a
national cuisine. For the latter, there is
little evidence until the second half of this century. I am also
inclined to support Khare's view that
the cultural significance of cooking within the Hindu system
remains incidental. More exactly, it
might be said that Brahmanical normative thought gives short
shrift to cooking, but royal
practices as well as the divine cuisines of the great temples
show highly differentiated, though
regional, styles of cooking. On sacred cuisine in premodern
South India, see Breckenridge
(1986). Even here, collections of recipes are hard to find,
though lists of ingredients, dishes, and
meals frequently appear.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
6 ARJUN APPADURAI
vants, teachers, doctors, lawyers, clerks, and businessmen, as
11. well as film
stars, scientists, and military personnel. Some of these persons
belong to the
upper middle class and a few to the truly wealthy. This middle
class is largely
to be found in the cities of India, which include not only the
international
entrepots such as Bombay and Calcutta, and the traditional
capitals like Delhi
and Madras, but also smaller industrial, railroad, commercial,
and military
towns of varying orders of size, complexity, and heterogeneity.
The women who read the English-language women's magazines,
such as
Femina and Eve's Weekly, as well as the cookbooks in English
that are closely
allied sociologically to these magazines, are not only members
of the super-
elite of the great Westernized cities, they also belong to the
professional and
commercial bourgeoisie of smaller towns throughout India. As
more and
more public organizations (such as the army, the railroads, and
the civil
service), as well as more and more business corporations,
circulate their
professional personnel across India, increasing numbers of
middle-class fami-
lies find themselves in cities that harbor others like themselves,
who are far
from their native regions. This spatially mobile class of
professionals, along
12. with their more stable class peers in the cities and towns of
India, creates a
small but important class of consumers characterized by its
multiethnic,
multicaste, polyglot, and Westernized tastes. This class is
linked in particular
towns by a network of clubs, social committees, children's
schools, cookery
classes, and residential preferences. They are nationally linked
by their tastes
in magazines, clothing, film, and music, and by their
interpersonal networks
in many cities. Though this class has some very wealthy persons
in it, along
with some who can barely afford to belong to it, its core
consists of govern-
ment servants, middle-rung professionals, owners of medium-
sized busi-
nesses, and middle-rank corporate employees. It is this class,
rather than the
sophisticated super-elites of Bombay, Delhi, Calcutta, Madras,
and a few
other cities, that is constructing a new middle-class ideology
and consumption
style for India, which cuts across older ethnic, regional, and
caste boundaries.
Cookbooks are an important part of the female world of this
growing urban
middle class.
The interplay of regional inflection and national standardization
reflected in
the new cookbooks is the central preoccupation of this essay. It
represents the
13. culinary expression of a dynamic that is at the heart of the
cultural formation
of this new middle class. Cookbooks allow women from one
group to explore
the tastes of another, just as cookbooks allow women from one
group to be
represented to another.
In the social interaction that characterizes these urban middle-
class fami-
lies, women verbally exchange recipes with one another across
regional
boundaries and are eager to experiment with them. The oral
exchange of
recipes is, from the technical point of view, the elementary
process that
underlies the production of these cookbooks. In many of the
introductions to
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA
these cookbooks, the authors thank women they have known in
various met-
ropolitan contexts for sharing recipes and skills. In some cases,
it is possible
to discern a progression from orally exchanged recipes to full-
fledged ethnic
14. or "Indian" cookbooks. The terseness of many of the recipes in
the new
cookbooks may testify to the fact that they are intended only as
references and
aids in a largely oral form of urban interaction.
But the exchange of recipes also has other implications, for it is
frequently
the first stage in a process that leads to carefully controlled
interethnic dining.
In urban kitchens, there is often a good deal of informal
culinary interaction
between female householders that by-passes the question of
formal dining. In
a society where dining across caste or ethnic boundaries is still
a relatively
delicate matter, recipes sometimes move where people may not.
In traditional
India, as we shall see, commensal boundaries were central to
the edifice of the
caste system. But the movement of recipes in the new urban
middle-class
milieu is one sign of the loosening of these boundaries. In many
cases, the
movement of recipes across caste, language, and ethnic
boundaries is accom-
panied by an increase in formal (and informal) entertaining and
dining across
these boundaries.
In turn, the exchange of recipes, oral in origin but aided and
intensified by
the new cookbooks, clearly reflects and reifies an emerging
culinary cosmo-
politanism in the cities and towns of India, which is reflected in
other con-
15. sumption media as well. The trend setters as well as followers
in this process
are women who often-times work in multiethnic job settings (as
their hus-
bands do), whose children are acquiring broader tastes in school
lunchrooms
and street-vendors' stalls, and whose husbands feel the pressure
to entertain
colleagues and contacts at home. In all these contexts, what are
created,
exchanged, and refined are culinary stereotypes of the Other,
stereotypes that
are then partly standardized in the new cookbooks.
The predicament of these middle-class women is quite complex,
however,
for the homogenization of a certain middle-class life style calls
for diversifica-
tion of consumption patterns in many domains, including
clothing, interior
decoration, and cuisine. In the domain of food, the push to
diversify the
housewife's culinary skills comes from a variety of sources: the
push of guests
who want to taste your regional specialties (as they have
constructed them in
the course of their own interactions, travels, and readings of
cookbooks), the
push of children who are tired of "the same old thing," and the
push of
ambitious husbands to display the metropolitan culinary ranges
of their wives.
At the same time that she is dealing with these pressures to
diversify her skills
and add to her inventory of ethnic food specialties, the typical
middle-class
16. housewife also has another clientele, composed of her husband
(in another,
more primordial guise), her more traditional in-laws and other
relatives, and
important country cousins who crave food in the specialized
mode of the
region, caste, and community from which they originally come.
This clientele
7
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
8 ARJUN APPADURAI
is either simply conservative in its tastes or, worse still, has
acquired new-
fangled urban notions of authenticity regarding their own natal
cuisine. Many
middle-class housewives are thus on a perpetual seesaw that
alternates be-
tween the honing of indigenous culinary skills (and if they have
lost them,
there are books to which they can turn) and the exploration of
new culinary
regions. It is the tacit function of the new cookbooks to make
this process
seem a pleasant adventure rather than a tiring grind.
What is tiring is not only the acquisition, refinement, and
display of con-
17. stantly new culinary wares, but other, less subtle pressures. In
the middle-
class world I am describing, the budget is a central instrument,
for husbanding
money as well as time. Many of the new cookbooks emphasize
that they are
specifically designed to resolve shortages of time and money in
urban set-
tings. They therefore frequently offer menus, shortcuts, and
hints on how to
get more out of less. Some of them explicitly recognize the dual
pressure on
working women to earn part of the family's livelihood and
simultaneously to
cater to the culinary sophistication of their families and friends.
While authen-
ticity, attractiveness, and nutritional value remain the dominant
values of the
new cookbooks, efficiency, economy, and utility are becoming
increasingly
respectable themes.
One very striking example of how this new metropolitan
pragmatic begins
to erode traditional concepts can be seen in the role of leftover
foods in the
new cookbooks. Leftovers are an extremely sensitive category
in traditional
Hindu thought (Khare 1976b; Marriott 1968; Appadurai 1981)
and, though in
certain circumstances they are seen as positively transvalued,
most often the
eating of leftovers or wastes carries the risk of moral
degradation, biological
18. contamination, and loss of status. Their treatment and the
etiquette that sur-
rounds them stand very near the moral center of Hindu social
thought. Yet the
new cookbooks, which are in other respects hardly iconoclastic,
frequently
suggest ways to use leftovers and wastes intelligently and
creatively. While
the traditional prohibitions concerned food contaminated by
human saliva
rather than by the cooking or serving process, all waste products
customarily
bear some of the aura of risk associated with leftovers in the
narrow sense.
Several books contain chapters on the treatment of leftovers.
There is even
one cookbook, Tasty Dishes from Waste Items (Reejhsinghani
1973a), that is
built entirely around this principle. Its author goes so far as to
say in her
introduction that she is "taking these discarded articles of food
out of the
wastebin and [making] interesting and delightfully different
dishes from
them." As caste differences come increasingly to be perceived
as differences
between ethnic entities (Dumont 1970), so food differences
come to be seen
as consumption issues divorced from the realm of taboo and
prohibition. Of
course, as food emerges from its traditional moral and social
matrix, it be-
comes embedded in a different system of etiquette-that of the
drawing
room, the corporate gathering, the club event, and the
restaurant.
19. This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA
The history of food consumption outside the domestic
framework has yet to
be written for India, but there is little doubt that traditional
nondomestic
commensality was confined to religious and royal milieus,
where traditional
social or religious boundaries could be maintained even in
public eating
places. To some extent, public eating places in modem India
still seek to
maintain boundaries among castes, regions, and food
preferences. But restau-
rants, both humble and pretentious, have increasingly become
arenas for the
transcendence of ethnic difference and for the exploration of the
culinary
Other. Restaurant eating has become a growing part of public
life in Indian
cities, as wealthy families begin to socialize in restaurants and
as working
men and women find it easier to go out for their main meals
than to bring food
to work with them. These restaurants tend to parallel, in their
offerings, the
dialectic of regional and national logics to be noted in the new
cookbooks.
20. These twin developments sustain each other.
In addition to the homes and restaurants of the new middle
classes, where
the new cuisine (in both its provincial and its national forms) is
being prac-
ticed, transmitted, and learned, a variety of public arenas offer
versions of it:
food stands in train stations, dining cars of the trains
themselves, army bar-
racks, and clubs, student hostels, and shelters of all kinds.
Although each of
these public arenas contributes to the new interethnic and
transregional cui-
sine in a different way and to a different degree, they all
represent the height-
ened importance of institutional, large-scale, public food
consumption in
India. The efflorescence of increasingly supralocal and
transethnic culinary
arenas explains why the pace of change in traditional
commensal boundaries
(so critical to the caste system) is so much greater than in the
realm of
marriage, a matter on which there has recently been a lively
exchange (Khare
1976b; Goody 1982). Food boundaries seem to be dissolving
much more
rapidly than marriage boundaries because eating permits a
variety of registers,
tied to particular contexts, so that what is done in a restaurant
may be different
from what is seen as appropriate at home, and each of these
might be different
in the context of travel, where anonymity can sometimes be
assured. This
21. kind of compartmentalization, to use Milton Singer's felicitous
phrase, is not
a realistic option in the domain of marriage, though it might
well be in the
domain of sexual relations. The new cuisine permits the
growing middle
classes of Indian towns and cities to maintain a rich and
context-sensitive
repertoire of culinary postures, whereas in the matter of
marriage, there is the
stark and usually irreversible choice between staying within the
ambit of caste
rules or decisively, permanently, and publicly breaking them.
The symbiotic differentiation of both class and cuisine that is
flourishing in
Indian cities is supported by changes in the technology and
economy of
cooking. The food blender, spice grinder, and refrigerator are
seen in more
and more homes. There is a large and growing food industry,
selling both
ingredients and instant foods of many varieties. The
commercialization of
9
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
10 ARJUN APPADURAI
22. agriculture and the increasing sophistication of transport,
marketing, and
credit make it possible to obtain a wide variety of fruits,
vegetables, grains,
and spices in most major Indian cities. Major food companies
advertise prom-
inently in the women's magazines, sponsor specialized
cookbooks, and ad-
vertise the glamour of culinary ethnicity. As in the
contemporary West, the
modem machinery and techniques alleged to be labor-saving
devices are in
fact agents in the service of an ideology of variety,
experimentation, and
elaboration in cuisine that puts middle-class housewives under
greater pres-
sure than in the past. Thus the seductiveness of variety
(discussed later in this
essay), as an important part of the ideological appeal of the new
cookbooks,
masks the pressures of social mobility, conspicuous
consumption, and bud-
getary stress for many middle-class wives. Regarded from this
point of view,
the publishing industry, catering industry, food industries, and
the commer-
cial sector in agriculture all have something to gain from the
new culinary
developments in Indian cities. But the majority of housewives
see it as an
exciting process of culinary give and take in which they are
both contributors
and beneficiaries. Before looking closely at the rhetoric of the
recent spate of
cookbooks, it is necessary to examine briefly the historical and
cultural back-
23. drop against which they have materialized.
CULINARY TEXTS AND STANDARDS IN INDIAN HISTORY
In this section, we consider two distinct but interrelated
questions. One is the
question of why Indian history has not, until recently, witnessed
the same
degree of textualization of the culinary realm as several other
complex civi-
lizations. The other is the question of the historical forces that
until this
century have militated against the formation of a civilizational
culinary stan-
dard in India. These questions involve brief excursions into
aspects of the
Hindu, Islamic, and colonial contexts of Indian history.
The historical example of India runs counter to our instincts, for
here is a
case of a highly differentiated, literate, text-oriented, and
specialist civiliza-
tion that has not produced a high cuisine on the French,
Chinese, or Middle
Eastern model. The puzzle is deepened when we consider that
food is a
central trope in classical and contemporary Hindu thought, one
around which
a very large number of basic moral axioms are constructed and a
very large
part of social life revolves (Appadurai 1981; Khare 1976a,
1976b; Marriott
1968). Food in India is closely tied to the moral and social
status of indi-
viduals and groups. Food taboos and prescriptions divide men
from women,
24. gods from humans, upper from lower castes, one sect from
another. Eating
together, whether as a family, a caste, or a village, is a carefully
conducted
exercise in the reproduction of intimacy. Exclusion of persons
from eating
events is a symbolically intense social signal of rank, of
distance, or of
enmity. Food is believed to cement the relationship between
men and gods, as
well as between men themselves. Food is never medically or
morally neutral.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA II
Whatever the perception of the purely gustatory aspect of
particular foods, the
issue of their implications for the health, the purity, and the
moral and mental
balance of the consumer are never far out of sight. Feasting is
the great mark
of social solidarity, as fasting is the mark of asceticism or piety.
Each of these
patterns is to be seen in other societies, but the case could be
made that the
convergence of the moral, social, medical, and soteriological
implications of
food consumption is nowhere greater than in traditional Hindu
25. India. We are
therefore left with the question: Why did Hindu India, so
concerned with food
as a medium of communication on the one hand and with
matters of hierarchy
and rank on the other, not generate a significant textual corpus
on cuisine?
If we take the long view of food in Hindu thought, which has
left ample
textual deposits, it is possible to assert that while gastronomic
issues play a
critical role in the Hindu texts, culinary issues do not. That is,
while there is
an immense amount written about eating and about feeding,
precious little is
said about cooking in Hindu legal, medical, or philosophical
texts. Even a
cursory examination of the secondary literature that bears on the
subject
(Zimmerman 1982; Kane 1974; Khare 1976b) is sufficient to
show that food
is principally either a moral or a medical matter in traditional
Hindu thought.
It should also be pointed out that these two dimensions, as in
early European
and Chinese thought, are deeply intertwined. But the vast body
of rules,
maxims, prescriptions, taboos, and injunctions concerning food
virtually no-
where contains what we would call recipes. Ingredients and raw
materials are
sometimes mentioned (often in connection with perceptions of
balance, sea-
sonality, and the humors), and cooked foods also appear
frequently, in con-
26. nection with special ritual observances. But the processes that
transform
ingredients into dishes are invariably offstage. Recipes, the
elementary forms
of the culinary life, are missing in the great tradition of
Hinduism.
Yet it is clear that cooking is a highly developed art in Hindu
India. How
are we to account for the absence of recipes and cookbooks
from the other-
wise omnivorous tendency of the Hindu elite to codify every
sector of life?
The answer must be sought on two levels. The first has already
been hinted
at: Hindu thought is deeply instrumental, though in a specific
cultural mode.
Its burning concern is always, however indirectly, to break the
epistemolog-
ical and ontological bonds of this world. Food becomes relevant
to this
concern as a matter of managing the moral risks of human
interactions, or as a
matter of sustaining the appetites of the gods (who in turn
bestow grace and
protection), or as a matter of cultivating those bodily or mental
states that are
conducive to superior gnosis. In each case, food prescriptions
and food taboos
are two sides of the same coin. Food thus stays encompassed
within the moral
and medical modes of Hindu thought, and never becomes the
basis of an
autonomous epicurean or gustatory logic.
27. Let us now consider the question of why a pan-Indian Hindu
cuisine did not
emerge in India. Two possible explanations must be rejected
despite their
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
12 ARJUN APPADURAI
intuitive appeal. The first is the idea that the host of
prohibitions and taboos
surrounding food in Hindu India so impoverished the dietary
base, especially
of the upper castes, that the elementary conditions for the
emergence of a
complex gastronomic culture could not be met. Though it is true
that food is
surrounded by a large range of prescriptions and proscriptions
in Hindu India,
this clearly did not prevent the development of fairly elaborate
regional and
courtly high cuisines. Further, the existence of a very large set
of medical and
moral do's and don'ts in the Chinese case had no such repressive
effect
(Goody 1982:111-12). This leads to a second plausible
hypothesis that must
also be rejected, and that is the explanation which says that
Hindu India was
not a unified political entity before colonial rule, and thus the
institutional
28. framework for standardization, communication, and the
hegemony of some
culinary center was absent until the formation of the moder
nation-state. The
problem with this suggestion is that it does not account for the
quite high
degree of pan-Indian standardization in other social and cultural
forms and
expressions, not least the so-called caste system, its ritual
accompaniments,
and the Hindu religious axioms on which it is founded.
Though the problem deserves more extended research and
analysis, I sug-
gest that there are two specific cultural factors that have made it
difficult for a
premodern Hindu high cuisine to emerge. The first is that there
was a deep
assumption in Hindu thought that local variation in custom
(dcdra) must be
respected by those in power, and that royal duty consists in
protecting such
variation unless it violates social and cosmic law (dharma).
When, in addi-
tion, we bear in mind that the producers, distributors, and
guardians of the
major textual traditions, the Brahmans, did not particularly care
(from a
religious point of view) about the culinary or gastronomic side
of food, we
can begin to see why a poorly developed culinary textual
tradition in pre-
modem Hindu India and the nonemergence of a Hindu culinary
standard for
all of India might be related phenomena. What little we do know
of the Hindu
29. science of cooking-pdka sdstra-(see Prakash 1961) suggests that
the cook-
book tradition, both in Sanskrit and in the vernacular, was
informal, fragmen-
tary, and minor. Whether this is the result of a small number of
texts or of
indifferent preservation and transmission, the impression of a
minor genre is
unmistakable.
Like other humble traditions that do not enter the ambit of high
Hindu
thought, Hindu culinary traditions stayed oral in their mode of
transmission,
domestic in their locus, and regional in their scope. This does
not, of course,
mean that they were static, insulated from one another, or
immune to changes
in method or in raw materials. What it does mean is that there
was no
powerful impetus toward the evolution of a pan-Indian Hindu
cuisine. The
regional cuisines each had their festive foods, their royal
elaborations, and
their luxury dishes interacting with plainer, peasant diets keyed
to ecological
and seasonal factors (Breckenridge 1986). Though it is hard to
tell much in
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
30. NATIONAL CUISINE: COOKBOOKS IN INDIA 13
retrospect about how this interaction worked, it is plain that, as
regards
cuisine, traditional Hindu India was thoroughly Balkanized.
With the arrival of the Mughals in India in the first half of the
sixteenth
century, the textualization of culinary practice took a
significant step forward.
The famous Mughal administrative manual, the Ain-I-Akbari,
contains a re-
cipe section, though the text as a whole is devoted to various
aspects of
statecraft. It is very likely that the culinary traditions of the
princely houses of
early modem North India were influenced by the practices of the
Mughal
court. It is also probable that the current pan-Indian availability
(particularly
in restaurants) of what is called Mughlai cuisine is closely tied
to the political
spread of Mughal hegemony through most of the subcontinent.
Mughlai cuisine is a royal cuisine that emerged from the
interaction of the
Turko-Afghan culinary traditions of the Mughal rulers with the
peasant foods
of the North Indian plains. Because of its diffusion through the
royal courts of
North India, and because it is the cuisine of reference for the
great restau-
rateurs of northern and western India, Mughlai cuisine has
become syn-
onymous, particularly for foreigners, with Indian food. Though
it represents
31. an important step toward an Indian cuisine, its Indic base is
restricted to the
north and west of the subcontinent. It derives nothing of
significance from the
cuisines of Maharashtra, Bengal, Gujarat, or of any of the
southern states.
Though some version of Mughlai food is available throughout
contemporary
India, it cannot be considered an Indian cuisine if by that
designation we mean
a cuisine that draws on a wide set of regional traditions. It is the
limiting case
of a tradition that is "high" without being a civilizational
standard.
The textualization of culinary traditions was intensified by the
arrival of the
printing press. The proliferation of presses, journals, and books
in the nine-
teenth-century colonial context did, among other things, usher
in the pro-
totypes of the moder cookbook. Thus, in Maharashtra in the
nineteenth
century, there are books on household management published in
Marathi that
contain recipes. There is every reason to suppose that this was
happening in
the other major linguistic regions of India. In the first half of
this century,
magazines and newspapers began to address the urban
housewife by carrying
recipe columns. There is also evidence that the moder
vernacular periodical
press nurtured the popular taste for cookbooks and cooking
skills, both pre-
requisites for the recent rise of the English-language cookbook.
32. One example
of these genetic links is a book by Kala Primlani called Indian
Cooking, first
published in 1968. Primlani's book began its career as a series
of recipe
columns in the Sindhi-language daily Hindvasi; it was then
published in book
form in Sindhi before it achieved its English incarnation. An
even more
famous example of the shift from an Indian- to an English-
language book is
Samaiththu Pdr (Meenakshi Ammal, 1968), whose title was
literally trans-
lated into the English Cook and See, since many of the young
Tamil women to
whom the original was addressed were functional illiterates in
their mother
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
14 ARJUN APPADURAI
tongue and could not read Tamil. These examples suggest that
the vernacular
cookbooks and the English-language cookbooks are not wholly
discrete
genres.3
Though the colonial version of Indian cuisine is the most
significant precur-
sor of the emergent national cuisine of the last two decades, it
33. was not
confined to the homes of the colonial elite and it did not end
with colonialism.
Some of its content, and a good deal of its ethos, provided the
basis of the
culinary manuals and procedures of the Indian army, which even
today repre-
sents a rather specialized subcontinental culinary standard. And
with broader
reach, there are certain clubs, restaurants, and hotels that carry
on the colonial
culinary tradition. The other enclave in which some of the
Anglo-Indian ethos
of this colonial cuisine is preserved is the Parsi community
(Mehta 1979).
Though the colonial version of Indian cuisine is the most
significant precur-
sor of the emergent national cuisine of the last two decades, it
was not
confined to the homes of the colonial elite and it did not end
with colonialism.
Some of its content, and a good deal of its ethos, provided the
basis of the
culinary manuals and procedures of the Indian army, which even
today repre-
sents a rather specialized subcontinental culinary standard. And
with broader
reach, there are certain clubs, restaurants, and hotels that carry
on the colonial
culinary tradition. The other enclave in which some of the
Anglo-Indian ethos
of this colonial cuisine is preserved is the Parsi community
(Mehta 1979).
In the national cuisine that has emerged in the last two decades,
34. Mughlai
cuisine (to a considerable extent) and colonial cuisine (to a
lesser extent) have
been incorporated into a broader conception of Indian food. The
shape of this
new national repertoire can be seen in the recent proliferation of
cookbooks,
whose structure and rhetoric are the topic of the next two
sections.
PROLIFERATION OF GENRES AND THE CULINARY
OTHER
The most striking characteristic of English-language books on
Indian cooking
is the rapid specialization that has occurred within this young
field. There are
already cookbooks directed toward special audiences, such as
The Working
Woman's Cookbook (Patil 1979) and Cooking for the Single
Person (Reejh-
singhani 1977). There are also entire cookbooks devoted to
specific food
categories, such as chutneys and pickles (Jagtiani 1973), snacks
(Currim and
Rahimtoola 1978), vegetable dishes (Lal 1970), and leftovers
(Reejhsinghani
3 The question of vernacular cookbooks deserves separate
treatment. In general, the new
cookbooks raise a series of interesting linguistic and
epistomological issues that have been
omitted from this essay because of limitations of space. It
should be noted that the shift to English
35. is only the most obvious of a series of changes in the sociology
of language reflected in the new
cookbooks.
4 This manual itself appears to be modelled on the important
Victorian treatise on household
management published by Isabella Beeton (1861). I am grateful
to Justin Silber of the University
of Houston for drawing this work to my attention. The spread of
European ideologies of house-
hold management to the colonies in the nineteenth and twentieth
centuries is an important topic
for comparative research.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA 15
1973a). There are books about Indian cooking produced in the
West and
oriented partly to Euro-American cooks in search of adventure
and partly to
expatriate Indians in search of their culinary pasts (D. Singh
1970; Aziz 1983;
B. Singh 1961; Hosain and Pasricha 1962; Kaufman and
Lakshmanan 1964;
Jaffrey 1981; Time-Life 1969). There are cookbooks to guide
vegetarians
(Srivaran 1980), cookbooks produced by large companies that
revolve en-
tirely around a single industrially produced food product
36. (Narayan 1975), and
cookbooks that reflect the penetration of the large-scale
frameworks of cater-
ing schools and restaurant kitchens into the domestic milieu
(Philip 1965;
Bisen 1970). There are books on Indian cooking that were first
published in
the United States or England and subsequently republished in
India (Attwood
1972; Day 1963). Finally, authentic tokens of a flourishing
publishing indus-
try, there are cookbooks based entirely on sales gimmicks, like
Film Stars'
Favourite Recipes (Begum 1981). This inventory is
representative but by no
means exhaustive.
The proliferation of subspecies suggests that a possible index
for the
emergence of an authentic high cuisine is precisely the
emergence of such
crosscutting functional classifications. My assumption here is
that a complex
culinary repertoire underlies and facilitates the type of
deconstruction and
recombination to which these specialized books testify. Such
specialization is
very different from the regional and oral Balkanization that
characterized
premodern Indian cuisine. This argument leads me to suggest
that the surest
sign of the emergence of an authentically Indian cuisine is the
appearance of
cookbooks that deal with special audiences and special types of
food. To
dissolve this seeming paradox, I turn now to the emphasis of the
37. new books
on specialized regional or ethnic cuisines.
An historian of China has suggested that among the
prerequisites to the
emergence of a full-fledged cuisine is a widely based variety of
recipes, so
that "cuisine does not develop out of the cooking traditions of a
single
region" (Freeman 1977:144). The Indian material suggests a
further refine-
ment of this observation. In the Indian case, perhaps the central
categorical
thrust is the effort to define, codify, and publicize regional
cuisines. There are
books now on virtually every major regional cuisine, as well as
on several
ethnic minority cuisines, such as the Parsi and Moplah. It is
difficult to
imagine a book such as Rachel Mutachen's Regional Indian
Recipes (1969)
being published much earlier than it was.
These regional and ethnic cookbooks do two things: Like tourist
art (Gra-
burn 1976), they begin to provide people from one region or
place a systemat-
ic glimpse of the culinary traditions of another; and they also
represent a
growing body of food-based characterizations of the ethnic
Other.s These two
functions are distinct but intimately connected. A few examples
will serve to
5 For a sociobiological treatment of ethnic cuisine in
contemporary Western contexts, see van
38. den Berghe (1984).
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
I6 ARJUN APPADURAI
capture the texture of this communicative mode. In a book
called Delicious
Bengali Dishes, Aroona Reejhsinghani says of Bengalis:
"Besides sweets
they are also very fond of rice and fish, especially fresh-water
fish: a true
Bengali will eat fish at least once daily and no celebration is
said to be
complete unless there are a few dishes of fish served in it"
(Reejhsinghani
1975:1). Or consider the following characterization of Gujaratis
and Gujarati
cuisine by Veena Shroff and Vanmala Desai in 100 Easy-To-
Make Gujarati
Dishes (1979:i-ii):
Few states in India have such a variety of savory dishes as
Gujarat, or a tradition of
making and storing snacks. And in a Gujarati home, sweets and
snacks are always
waiting to be offered to a welcome guest. The use of condiments
(vaghar) is a practice
peculiar to the region. There is a widespread use in Gujarat of
mustard seed, fenu-
greek, thymol, asafoetida and other additives that both make the
39. food tastier and help
digestion.
Examples of such ethnic cameos could be multiplied. They play
an impor-
tant part in the introductory sections of the regional and ethnic
cookbooks. It
is worth noticing that their authors are either transplanted and
uprooted pro-
fessionals (like Premila Lal, a Sindhi born in Tanzania who
returned to India)
characterizing cuisines that they have themselves learned in a
cosmopolitan
context, or they are self-advertisements by articulate urban
members of a
particular ethnic group who seek to publicize its culinary wares,
as in the case
of Shroff and Desai, both Gujaratis living in Delhi. It should
also be noted
that these small ethnological cameos hark back to the potted
portraits that are
the stuff of government gazetteers and ethnographic
encyclopedias from the
colonial period, where tribes, castes, and linguistic groups were
often
metonymously captured through the use of the telling custom or
the dis-
tinctive piece of material technology.
What we see in these many ethnic and regional cookbooks is the
growth of
an anthology of naturally generated images of the ethnic Other,
a kind of
"ethnoethnicity," rooted in the details of regional recipes, but
creating a set
of generalized gastroethnic images of Bengalis, Tamils, and so
40. forth. Such
representations, produced by both insiders and outsiders,
constitute reflec-
tions as well as continuing refinements of the culinary
conception of the Other
in contemporary India.
But not only do these constructions build on long-standing and
distinct
regional cuisines. They also invent and codify new, overarching
categories
which make sense only from a cosmopolitan perspective.
Perhaps the best
example of such a process is the growing number of books on
"South Indian"
cuisine (e.g., Reejhsinghani 1973b; Skelton and Rao 1975)
which, taking a
distinctly northern perspective, collapse the distinctions
between Tamil,
Telugu, Kannada, and Malayali cuisines and lump them together
as South
Indian cuisine. These books divide their recipes into functional
classes orga-
nized around basic ingredients or courses (thus crosscutting the
internal re-
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA 17
gional categories), though the names of the various dishes do
41. reveal their
specific local origins to those who recognize the names. Of
course, all cui-
sines, however local, reflect the aggregation upward of more
humble and
idiosyncratic cuisines from as far down as individual household
culinary
styles. Such telescoping and recategorization is also doubtlessly
a slow and
constant feature of history in complex societies. But certain
regional forms
and levels are relatively stable and well formed in the Indian
case, and it is
these that are now being vigorously articulated in print,
juxtaposed, and
reaggregated.
One consequence of the bustling marketplace of regional and
ethnic culi-
nary images is the sense of advocacy that animates many of the
authors, who
seem aware that there is a good deal of crowding in the gallery
of regional or
ethnic cuisines and some danger of exclusion from it. Thus
Ummi Abdullah,
who has produced a specialized book on Malabar Muslim
Cookery, states: "I
would consider my efforts recompensed if at least some of the
traditional
Moplah recipes find a permanent place on the Indian menu"
(1981:4). A
slightly different strategy is exemplified by Shanta Ranga Rao,
who boldly
calls her book Good Food From India (1968), though it is
exclusively a
collection of recipes from a rather small subcommunity from a
42. microregion in
South India.
Books like the one by Shanta Ranga Rao remind us that Indian
regional or
ethnic cookbooks in English are the self-conscious flip side of
books that are
engaged in constructing a national cuisine. In this, they differ
markedly from
vernacular cookbooks, which take their regional context and
audience largely
for granted.
The new cookbooks are not simple or mechanical replicas of
existing oral
repertoires. The transition to print in this particular social and
cultural context
results in a good deal of editing. Most of the ethnic or regional
books are
selective in specific ways. When written by insiders, they
represent fairly
complex compromises between the urge to be authentic and thus
to include
difficult (and perhaps, to the outsider, disgusting) items and the
urge to
disseminate and popularize the most easily understood and
appreciated items,
and to promote those already popular, from one's special
repertoire. Outsiders
who write these books, on the other hand, end up including the
easy-to-grasp
and more portable examples from alien ethnic or regional
cuisines, partly
because their own tastes for the exotic are first nurtured in
restaurants or other
public eating contexts, where the subtleties of that cuisine
43. (which are often
domestic) have already been pared down. In both cases, one of
the results of
the exchange of culinary images is the elimination of the most
exotic, pecu-
liar, distinctive, or domestic nuances in a particular specialized
cuisine. In
national or "Indian" cookbooks, of course, the selective process
is much
more obtrusive, and whole regional idioms are represented by a
few "charac-
teristic" dishes, which frequently are not, from the insider's
perspective, the
best candidates for this role.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
I8 ARJUN APPADURAI
In the jostling of the various local and regional traditions for
appreciation
and mutual recognition, certain linguistic and regional
traditions with greater
access to urban resources, institutions, and media are pushing
humbler neigh-
bors out of the cosmopolitan view: Thus Telugu cuisine is being
progressively
pushed out of sight by Tamil cuisine, Oriya by Bengali cuisine,
Kannada by
Marathi, Rajasthani by Gujarati, and Kashmiri by Punjabi. This
does not
44. mean that the humbler traditions have no cookbooks (theirs are
frequently in
the relevant vernacular), but they are losing in the struggle for a
place in the
cultural repertoire of the new national (and international)
middle classes.
The construction of, and traffic in, culinary representations of
the ethnic,
regional, or linguistic Other has one dimension that is not
reflected in the new
cookbooks. These books, whether national or regional,
uniformly contain
positive ethnic stereotypes; but the orally communicated images
of the culi-
nary Other are often less than complimentary, as in other parts
of the world
throughout history. Thus, South Indians are said to eat (and
enjoy) exces-
sively runny food that trickles down their arms to the elbows,
Gujaratis are
said to eat "sickeningly sweet" food, Punjabi food is said to be
heavy and
greasy, Telugu food to be inedibly hot, Bengali food to be
smothered in
pungent mustard oil, and so forth. The new cookbooks,
therefore, represent
the friendly end of a traffic in interethnic images that has its
seamy side.
I turn now to the question of how, at the same time as
cookbooks in India
are generating an anthology of specialized culinary
representations, they are
also increasingly responsible for constructing the idea of a
national or "Indi-
45. an" cuisine.
THE INGREDIENTS OF A NATIONAL CUISINE
In the contemporary Indian situation, and to some degree
generically, cook-
books appear to belong to the literature of exile, of nostalgia
and loss. These
books are often written by authors who now live outside India,
or at least
away from the subregion about which they are writing.
Sometimes they are
intended for Indians abroad, who miss, in a vague and
generalized way, what
they think of as Indian food. Sometimes they are written to
recollect and
reconstruct the colonial idea of Indian food, and in such cases
their master
trope is likely to be curry, a category of colonial origin. The
nostalgia for the
glow of empire, in which recipes are largely a Proustian device,
is the under-
lying rationale of at least one book, The Raj Cookbook (1981),
which has a
few "colonial" recipes, squeezed between sundry photographs,
advertise-
ments, and newspaper clippings from the twilight of the raj.
How do moder-day cookbooks go about constructing
conceptions of a
national cuisine in the context of an increasingly articulated
gallery of spe-
cialized ethnic and regional cuisines? Although each book has a
charac-
teristically different strategy, there are a few standard devices.
46. The first is
simply to inflate and reify an historically special tradition and
make it serve,
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA I9
metonymously, for the whole. I have already mentioned that
Shanta Ranga
Rao flatly asserts that hers is a book of Indian recipes when in
fact it is much
more local in its scope. There is also the widespread
assumption, referred to
earlier, in cookbooks and restaurants both in India and abroad,
that conflates
Mughlai food with Indian food.
Another strategy for constructing a national cuisine is inductive
rather than
nominal: The author assembles a set of recipes in a more or less
subjective
manner and then, in the introduction to the book, gropes for
some theme that
might unify them. For many books this theme is found, not
surprisingly, in
the spices and spice combinations, which are often discussed in
loving detail.
But even here, since regional variation is so great, the search
for universals is
often forgotten. Other authors discuss processes, such as
47. roasting, frying,
basting, etcetera, in the Indian context in an effort to tie
together the diversity
of regional cuisines. Yet others take an encyclopedic approach
and list a set of
implements and ingredients (on the model of the French
cookbook's batteric
de cuisine). Finally, and also in the inductive and encyclopedic
mode, there
are many books that focus on a particular kind of food, such as
pickles, and
simply provide a set of recipes from many regions. More
cautious authors
assume nothing general at all, but content themselves with some
diluted ideas
and comments about Hindu festivals and customs, where again
they create a
relatively weak sense of the Indian by juxtaposing specialized
observances. In
one way or another, many of the prefaces to these collections
are inductive,
intuitive, and encyclopedic in their approach to what constitutes
an Indian
cuisine.
But beneath the superficial inductivism lies a deeper set of
assumptions
concerning the structure of an Indian meal that seems shared by
many of these
authors. These assumptions can be represented as a structural
model of an
Indian meal and are reflected in the organization of chapters in
many of the
books. The structure may ideal-typically be represented in terms
of the fol-
lowing sets of items, usually each given a separate chapter:
48. rice-based prepa-
rations; breads (usually made of wheat flour, but also including
rice and lentil-
based pancakes); lentil preparations; vegetable preparations,
sometimes sub-
divided; sweets and savories, which laps over into the
contemporary Western
domain of the "snack"; pickles and chutneys; and sometimes
beverages.
Salient sets of regional recipes are then brought together under
the appropriate
headings. This organization seems to reflect a fairly natural
(that is, cultural)
ordering of the range of preparations that emphasizes their
distinctive proper-
ties in terms of the base ingredient (grain, lentil, vegetable,
etcetera), or of the
process used to prepare them (thus pickles, though based on
vegetables and
fruits, are processed differently from regular vegetable dishes),
or of the mode
of consumption (thus snacks and savories are largely set apart
by the con-
text-either time of day or of year-in which they are consumed).
Though
this structure creates strange regional and ethnic bedfellows
(the Tamil dosai
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
20 ARJUN APPADURAI
49. is placed along with the Punjabi chapati under the rubric of
"breads" even
though the first is a snack food and the second a basic meal
item), it facilitates
the collection and dissemination of regionally and ethnically
variable recipes.
What suggests that what is emerging is more than an arbitrary
hodgepodge
of regional recipes is the increasingly widespread invoking of
the menu idea.
Many recent cookbooks have suggested menus, based on a
series of slots of
the sort I have discussed above, which are then filled with items
from differ-
ent regional or ethnic traditions. The interesting thing about this
process is
that while, in European and some other cuisines, the idea of a
menu is
associated with a succession of courses, Indian meals do not
normally have a
significant sequential dimension. Everything arrives more or
less at once in
most everyday contexts, although certain key liquid
accompaniments to the
base grains and certain key condiments may appear at different
points. In
festive contexts, the temporal dimension is greatly elaborated,
and French-
style courses are more prominent. Routinely, however, the
Indian menu is a
synchronic set of discriminations and does not display the
diachronic discrim-
ination associated with the idea of courses. Variety is not so
closely tied to
50. rhythm and pace as it is in other complex culinary traditions.
But the idea of a
menu is clearly a way to organize the proliferation of
specialized regional and
ethnic traditions and to subordinate them to the counterweight
of an Indian
culinary idiom. The concept of the menu is sufficiently well
developed that at
least one book, The Working Woman's Cookbook (Patil 1979),
is a collection
of recipes organized entirely as a sequence of suggested menus
which com-
bine regional items in extremely interesting ways. What such a
book suggests
is the availability of an Indian meal structure, as well as an
inventory of
regional and ethnic options that can be combined and
recombined on this
scaffolding.
The appearance of structural devices for organizing a national
cuisine is
accompanied by the development of a sometimes fairly explicit
nationalist
and integrationist ideology. Thus, for example, a newspaper
review of Indian
Recipes (Lal 1980) says: "Hindi may or may not help in
unifying the country;
while it is trying hard, there may be no harm in letting an Uttar
Pradesh snack
win over a Tamil Nadu heart."
But nationalist exhortations are of limited rhetorical value in
the arena of
the dining room, the kitchen, and the grocery, and the more
subtle and
51. effective ploy of many of the transregional cookbooks involves
the seduc-
tiveness of variety. Thus, Thangam Philip, a major Indian
authority on cook-
ing and nutrition, says in her introduction to another author's
cookbook that
"if you wish to move out from the traditional and classic recipes
of your own
community to a wider repertoire, you will find Malini Bisen's
Vegetable
Delights a delightful aid." Or listen to Aruna Sheth, who says in
her introuc-
tion to The New Indian Cookbook (1968), "Can it be that we are
not aware of
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA 21
variety in India? It was with this thought in mind that I started
to look for
variety in the form of dishes from different provinces in India."
She goes on
to present the following revealing anecdote: "Even the Indians
are unfamiliar
with many dishes of different provinces. I have made chakalis,
which are a
favorite in Maharashtra and sent a plateful to a friend of mine
from the North.
Next day when she met me she thanked me for the masala
jalebis that were so
52. delicious." This little anecdote contains a good deal of
information. It shows,
among other things, something of the cross-ethnic urban
interaction, at the
nodes of which many authors of the new cookbooks stand. The
author made a
savory snack item that she has rendered a Maharashtrian
favorite, a judgment
that exemplifies the culinary stereotyping mentioned previously.
Her friend
("from the North"), unfamiliar with this item, categorized it as a
type of
sweet with which she is familiar (a jalebi is a deep-fried sweet
that in its
pretzel-like quality and in some of its ingredients resembles the
chakali), but
by adding the prefatory masala (savory spicing) she created
something of a
culinary oxymoron. This sort of linguistic misclassification is a
constant
accompaniment of the social interaction associated with the
construction of
these new cuisines.
There is one final sign that the idea of national Indian cuisine is
now taken
for granted-though its structure and logic are by no means
standardized-
and that is the proliferation of cookbooks that subsume and
absorb "Indian"
recipes into other, more transcendent, categories. Examples
abound. Than-
gam Philip's Modern Cookery (1965), produced with an eye to
nutritional
benefits, restaurant cooking, and extremely Europeanized urban
audiences,
53. makes Indian recipes "modem" by looking at them from the
perspective of
the nutritionist, the food technologist, and the caterer. Madhur
Jaffrey's bril-
liant Vegetarian Cooking (1981), like several others, juxtaposes
Indian vege-
tarian recipes with those from the Middle and Far East, thus
appealing main-
ly, in this case, to a particular audience in the United States.
Others stick to
Indian vegetarian recipes. The third volume of Harvey Day's
multivolume
Curries of India runs the reverse operation and includes dishes
from Indo-
nesia, Iran, Iraq, Turkey, Malaya, and Thailand under the label
curry, il-
lustrating a kind of gastronomic imperialism under the colonial
trope of curry.
There are also books like the recent Appetizingly Yours (Currim
and Rahim-
toola 1978) that are clearly directed to wealthy urban audiences
in India,
where Indian and Western snacks are promiscuously combined,
with the
Indian side of the book drawing on a transregional inventory.
Thus not only is
a national cuisine being constructed from regional or local
traditions, but
access to this national repertoire permits it to be subordinated to
the purposes
of other, more general classifications.
The idea of an "Indian" cuisine has emerged because of, rather
than
despite, the increasing articulation of regional and ethnic
cuisines. As in other
54. This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
22 ARJUN APPADURAI
modalities of identity and ideology in emergent nations,
cosmopolitan and
parochial expressions enrich and sharpen each other by
dialectical interaction.
Especially in culinary matters, the melting pot is a myth.
CONCLUSION
The emergence of a national cuisine in contemporary India
suggests a pro-
cessual model that needs to be tested comparatively in other
postcolonial
situations in the contemporary world. The critical features of
this model are
the twin processes of regional and ethnic specialization, on the
one hand, and
the development of overarching, crosscutting national cuisines,
on the other.
These processes are likely to be reflected and reproduced in
cookbooks de-
signed by and for the urban middle classes, and particularly
their female
55. members, as part of the larger process of the construction of
complex public
cultures involving media, travel, and entertainment.
Of equal comparative interest are the historical and cultural
contexts against
which the new national cuisines are appearing, contexts that are
likely to vary
considerably. In the Indian case, a national cuisine has
developed recently in
spite of a relative historical disinterest in gastronomic issues in
classical
(Hindu) traditions, so that both the textualization of the culinary
realm and the
creation of a civilizational culinary standard are recent
processes. The final
question that deserves further comparative investigation is
whether the long-
term historical and cultural idiosyncrasies of each case make the
culinary
dynamics of contemporary societies different, in spite of certain
broad pro-
cessual similarities. To answer these questions, we need to view
cookbooks in
the contemporary world as revealing artifacts of culture in the
making.
REFERENCES
Abdullah, U. 1981. Malabar Muslim Cookery. New Delhi:
Orient Longman Limited.
Ahsan, M. M. 1979. Social Life under the Abbasids. London:
Longman.
56. Appadurai, A. 1981. "Gastro-Politics in Hindu South Asia."
American Ethnologist,
8:3 (August 1981), 494-511.
Attwood, M. S. 1972. Adventures in Indian Cooking. Bombay:
Jaico. (Originally
published as A Taste of India (Boston: Houghton Mifflin,
1969).)
Austin, T., ed. 1888. Two Fifteenth-Century Cookbooks (Early
English Text Society,
no. 91). London: Early English Text Society.
Aziz, K. 1983. Indian Cooking. New York: Putnam.
Beeton, I. 1861. The Book of Household Management. London:
S. O. Beeton.
Begum, S. 1981. Film Stars' Favourite Recipes. Bombay: India
Book House.
Bisen, M. 1970. Vegetable Delights: 650 Original Indian
Recipes. Bombay: Wilco.
Breckenridge, Carol A. 1986. "Food, Politics, and Pilgrimage in
South India, A.D.
1350-1650,'' in Aspects in South Asian Food Systems. Food,
Society, and Culture,
R. S. Khare and M. S. A. Rao, eds., 21-53. Durham: Carolina
Academic Press.
Chang, K. C., ed. 1977. Food in Chinese Culture:
Anthropological and Historical
Perspectives. New Haven and London: Yale University Press.
Cosman, M. P. 1976. Fabulous Feasts: Medieval Cookery and
Ceremony. New York:
Braziller.
57. This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jsp
NATIONAL CUISINE: COOKBOOKS IN INDIA 23
Currim, M., and Rahimtoola, M. 1978. Appetizingly Yours:
Snacksfor All Occasions.
Delhi: Macmillan.
Day, H. 1963. Curries of India. Bombay: Jaico.
Dumont, L. 1970. Homo Hierarchicus: The Caste System and Its
Implications. Chi-
cago: University of Chicago Press.
Elias, N. 1978. The Civilizing Process. Oxford: Oxford
University Press.
Forster, R., and Ranum, 0. 1979. Food and Drink in History,
Vol. 5 of Selections
from the Annales: Economies, Societies, Civilisations.
Baltimore: Johns Hopkins
University Press.
Freeman, M. 1977. "Sung," in Food in Chinese Culture:
Anthropological and His-
torical Perspectives, K. C. Chang, ed., 141-76. New Haven and
London: Yale
University Press.
Furnivall, F. J. 1868. Early English Meals and Manners (Early
English Text Society,
no. 32). London: Early English Text Society.
58. Goody, J. 1982. Cooking, Cuisine, and Class: A Study in
Comparative Sociology.
Cambridge: Cambridge University Press.
Graburn, N. 1976. Ethnic and Tourist Arts: Cultural Expressions
from the Fourth
World. Berkeley: University of California Press.
Hosain, A., and Pasricha, S. 1962. Indian Cooking: A Practical
Introduction to
Authentic Indian Food. London: Paul Hamlyn Ltd.
Jaffrey, M. 1981. World of the East: Vegetarian Cooking. New
York: Knopf.
Jagtiani, D. 1973. Chutneys and Pickles of India. Bombay: India
Book House.
Kane, P. V. 1974. History of Dharmasastra. 2d ed. Poona:
Bhandarkar Oriental
Research Institute.
Kaufman, W. I., and Lakshmanan, S. 1964. The Art of India's
Cookery. Garden City,
New York: Doubleday and Co.
Khare, R. S. 1976a. Culture and Reality: Essays on the Hindu
System of Managing
Foods. Simla: Indian Institute of Advanced Study.
. 1976b. The Hindu Hearth and Home. Durham: Carolina
Academic Press.
Lal, P. 1970. Vegetable Dishes. Bombay: India Book House.
1980. Indian Recipes. Calcutta: Rupa and Company.
Marriott, M. 1968. "Caste Ranking and Food Transactions: A
59. Matrix Analysis," in
Structure and Change in Indian Society, M. Singer and B. S.
Cohn, eds., 133-71.
Chicago: Aldine.
Meenakshi Ammal, S. 1968. Samaiththu Par. 3 vols. Madras: S.
Meenakshi Ammal
Publications.
Mehta, J. 1979. 101 Parsi Recipes. Bombay: J. Mehta.
Mutachen, R. 1969. Regional Indian Recipes. Bombay: Jaico.
Narayan, P. 1975. The New Dalda Cookbook. Delhi: Vikas.
Patil, V. 1979. The Working Woman's Cookbook. Bombay:
India Book House.
Philip, T. E. 1965. Modern Cookery for Teaching and the Trade.
2 vols. Bombay:
Orient Longman.
Prakash, Om. 1961. Food and Drinks in Ancient India. Delhi:
Munshi Ram Manohar
Lal.
Primlani, K. 1968. Indian Cooking. Bombay: India Book House.
The Raj Cookbook. 1981. Delhi: Piper Books.
Ranga Rao, S. 1968. Good Foodfrom India. Bombay: Jaico.
Reejhsinghani, A. 1973a. Tasty Dishes from Waste Items.
Bombay: Jaico.
1973b. The Art of South Indian Cooking. Bombay: Jaico.
. 1975. Delicious Bengali Dishes. Bombay: Jaico.
. 1977. Cooking for the Single Person. New Delhi: Vikas.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
60. http://www.jstor.org/page/info/about/policies/terms.jsp
24 ARJUN APPADURAI
Revel, J.-F. 1979. Un festin en paroles. Paris: Pauvert.
Roden, C. 1972. A Book of Middle-East Food. New York:
Knopf.
Rodinson, M. 1950. Recherches sur les documents arabes
relatifs a la cuisine. Paris:
Librarie Orientaliste P. Geuthner.
Root, W. 1977. The Food of Italy. New York: Random.
Sharar, A. M. 1975. Lucknow: The Last Phase of an Oriental
Culture, E. S. Harcourt
and F. Husain, eds. and trans. London: Paul Elek.
Sheth, A. 1968. The New Indian Cookbook. Delhi: Hind Pocket
Books.
Shroff, V., and Desai, V. 1979. 100 Easy-to-Make Gujarati
Dishes. Delhi: Vikas.
Singh, B. 1961. Indian Cookery. London: Mills and Boon.
Singh, D. 1970. Indian Cookery. Harmondsworth: Penguin
Books.
Skelton, M. L., and Rao, G. G. 1975. South Indian Cookery.
Delhi: Orient Paper-
backs.
Srivaran, M. L. 1980. Unusual Vegetarian Cookery. Delhi: Hind
Pocket Books.
Steel, F. A., and Gardiner, G. 1888. The Complete Indian
Housekeeper and Cook.
London: William Heineman.
Time-Life. 1969. Recipes: The Cooking of India. New York:
61. Time-Life Books.
van den Berghe, P. L. 1984. "Ethnic Cuisine: Culture in
Nature." Ethnic and Racial
Studies, 7:3 (July 1984), 387-97.
Vehling, J. D., trans. 1977. Apicius: Cooking and Dining in
Imperial Rome. New
York: Peter Smith.
Zimmerman, Francis. 1982. La jungle et le fumet des viandes.
Paris: Editions du
Seuil.
This content downloaded from 128.122.62.63 on Tue, 1 Oct
2013 08:31:07 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/page/info/about/policies/terms.jspArticle
Contentsp.3p.4p.5p.6p.7p.8p.9p.10p.11p.12p.13p.14p.15p.16p.1
7p.18p.19p.20p.21p.22p.23p.24Issue Table of
ContentsComparative Studies in Society and History, Vol. 30,
No. 1 (Jan., 1988), pp. 1-196Front MatterEditorial Foreword
[pp.1-2]Symbols of National ConsciousnessHow to Make a
National Cuisine: Cookbooks in Contemporary India [pp.3-
24]Race, Ethnicity, Species, Breed: Totemism and Horse-Breed
Classification in America [pp.25-51]Politics of KinshipThe
Segmentary State in Africa and Asia [pp.52-82]Imperial
Dilemmas, the Politics of Kinship, and Inca Reconstructions of
History [pp.83-102]Early Modern RevolutionEast and West in
the Seventeenth Century: Political Crises in Stuart England,
Ottoman Turkey, and Ming China [pp.103-142]Violence in the
Dutch Patriot Revolution [pp.143-163]Popular Culture and
Politics in the English Revolution. A Review Article [pp.164-
169]CSSH DiscussionEmigrants and Society: An Approach to
the Background of Colonial Spanish America [pp.170-
62. 190]CSSH Notes [pp.191-196]Back Matter
Topic: Drucker Reading
Respond to each of these prompts:
A short analysis as to why the Drucker reading is important:
How the Drucker reading ties in to your life and career:
A specific example of how the Drucker reading could apply to
your work:
Something about the Drucker reading that caught your interest,
resulted in an epiphany, or created an “aha”:
”
Something about the Drucker reading that may be used as a
basis for classroom discussion:
Submissions should be approximately 600 words (1-2 pages
double spaced using 12-font) and are graded on content,
sophistication of writing, application of personal experience and
format. Feel free to type directly onto this document.
Topic: BOTH the CareerLeader Assessment and the Learning
Styles Assessment.
Respond to each of these prompts:
A short analysis as to why the Career Leader and Learning
Styles assessments are important:
63. How the Career Leader and Learning Styles assessments tie in
to your life and career:
A specific example of how the Career Leader and Learning
Styles assessments could apply to your work:
Something about the Career Leader and Learning Styles
assessments that caught your interest, resulted in an epiphany,
or created an “aha”:
”
Something about the Career Leader and Learning Styles
assessments that may be used as a basis for classroom
discussion:
Submissions should be approximately 600 words (1-2 pages
double spaced using 12-font) and are graded on content,
sophistication of writing, application of personal experience and
format. Feel free to type directly onto this document.