Vark, varak (Sanskrit: वरक), (Arabic: ورق) or varaka is any foil composed of a pure metal, typically silver, sometimes gold, used for garnishing sweets in South Asian cuisine. The silver is edible, though flavorless. Varak is made by pounding silver into a sheet a few micrometres thick, and backed with paper for support; this paper is peeled away before use. It is extremely brittle and breaks into smaller pieces if touched. Vark sheets are laid or rolled over some South Asian sweets. Edible silver and gold foils on sweets, confectionery and desserts is not unique to the Indian subcontinent; other regions such as Japan and Europe have long used precious metal foils as food cover and additive, including specialty drinks such as Danziger Goldwasser.
Concerns have been raised about the safety and ethical acceptability of vark, as not all of it is pure silver, nor hygienically prepared, and the foil nowadays commonly is beaten between layers of ox-gut because it is easier to separate the silver leaf from animal tissue than to separate it from paper.
Vark is an Indian confectionery garnish.
Vark may also refer to:
Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorised. A common concept is that individuals differ in how they learn.
The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers. Proponents recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence that individuals express preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Critics say there is no evidence that identifying an individual student's learning style produces better outcomes. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". Well-designed studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style.
He's got what all the ladies want,
The looks, the clothes, the money.
He's a thriller just to be around,
He's got the moves all down.
[Chorus]
All the girls start swarming,
He knows he's got 'em good.
All the girlies want him,
Just like they should.
When he comes into the room,
Feels like the air vibrates. (Uh huh)
Everybody turns to look,
They all look right his way. (Yeah)
He's got the moves, the rep, he's smooth, (Mmm)
He knows just how to do it.
This guy is something else you know,
He really is a thriller! (Woo!)
[Chorus]
All the girls start swarming,
He knows he's got 'em good.
All the girlies want him,
Just like they should.
So when this guy comes near you, (Hey)
Ya feel th' adrenaline start.
He gets y'all excited, (Oo!)
The room feels kinda hot.
If you get real lucky,
He'll take you 'out' with him. (C'Mon)
You're feelin' really special,
And the feeling last real late. (Uhh!)
[Chorus]
All the girls start swarming,
He knows he's got 'em good.
All the girlies want him,
Just like they should.
This guy, he's a total thriller,
The baddest of the bad.
And what he does is risky,
But every night's the best you'll have.
He's a thriller (thriller),
Thriller man (Ooo...)
He's a thriller (uh huh)
Thriller man (And what a man!) [2x]
He's a thriller,
Ooooo..........
Thriller (Thriller man)