Polar Bears Listed as Threatened

Polar bears have been added to the list of threatened species (17) __________. In his statement, US Secretary of the Interior Dirk Kempthorne noted (18) __________ is the greatest threat to the bears.

Polar bears live in the Arctic and hunt seals and other fatty marine mammals from sea ice. They also travel, mate, and sometimes give birth on the ice. But sea ice is melting as the planet warms, (19) __________ for several more decades. Because polar bears are vulnerable to this loss of habitat, they are likely to become endangered in the foreseeable future, Kempthorne said.

Although many scientists say (20) __________ for the melting sea ice, the new polar bear protections will not change U.S. climate policy.

Scott Bergen, a landscape ecologist, noted (21) _________ will depend on international cooperation. Permanent sea-ice habitat is likely to remain in areas outside of the U.S., particularly in Canada and Greenland.

Scientists view these areas as refuges (22) __________ over the long term and repopulate the Arctic if temperatures decrease and sea ice returns.

Polar Bears Listed as Threatened

Polar bears have been added to the list of threatened species (17) __________. In his statement, US Secretary of the Interior Dirk Kempthorne noted (18) __________ is the greatest threat to the bears.

Polar bears live in the Arctic and hunt seals and other fatty marine mammals from sea ice. They also travel, mate, and sometimes give birth on the ice. But sea ice is melting as the planet warms, (19) __________ for several more decades. Because polar bears are vulnerable to this loss of habitat, they are likely to become endangered in the foreseeable future, Kempthorne said.

Although many scientists say (20) __________ for the melting sea ice, the new polar bear protections will not change U.S. climate policy.

Scott Bergen, a landscape ecologist, noted (21) _________ will depend on international cooperation. Permanent sea-ice habitat is likely to remain in areas outside of the U.S., particularly in Canada and Greenland.

Scientists view these areas as refuges (22) __________ over the long term and repopulate the Arctic if temperatures decrease and sea ice returns.

Polar Bears Listed as Threatened

Polar bears have been added to the list of threatened species (17) __________. In his statement, US Secretary of the Interior Dirk Kempthorne noted (18) __________ is the greatest threat to the bears.

Polar bears live in the Arctic and hunt seals and other fatty marine mammals from sea ice. They also travel, mate, and sometimes give birth on the ice. But sea ice is melting as the planet warms, (19) __________ for several more decades. Because polar bears are vulnerable to this loss of habitat, they are likely to become endangered in the foreseeable future, Kempthorne said.

Although many scientists say (20) __________ for the melting sea ice, the new polar bear protections will not change U.S. climate policy.

Scott Bergen, a landscape ecologist, noted (21) _________ will depend on international cooperation. Permanent sea-ice habitat is likely to remain in areas outside of the U.S., particularly in Canada and Greenland.

Scientists view these areas as refuges (22) __________ over the long term and repopulate the Arctic if temperatures decrease and sea ice returns.

Polar Bears Listed as Threatened

Polar bears have been added to the list of threatened species (17) __________. In his statement, US Secretary of the Interior Dirk Kempthorne noted (18) __________ is the greatest threat to the bears.

Polar bears live in the Arctic and hunt seals and other fatty marine mammals from sea ice. They also travel, mate, and sometimes give birth on the ice. But sea ice is melting as the planet warms, (19) __________ for several more decades. Because polar bears are vulnerable to this loss of habitat, they are likely to become endangered in the foreseeable future, Kempthorne said.

Although many scientists say (20) __________ for the melting sea ice, the new polar bear protections will not change U.S. climate policy.

Scott Bergen, a landscape ecologist, noted (21) _________ will depend on international cooperation. Permanent sea-ice habitat is likely to remain in areas outside of the U.S., particularly in Canada and Greenland.

Scientists view these areas as refuges (22) __________ over the long term and repopulate the Arctic if temperatures decrease and sea ice returns.

Top Bookshops

Kenilworth Books

This bookshop has a strong children’s section, with activity books, annuals and fiction titles selling particularly well. Hardback novels are popular with adults. Kenilworth Books has a large area devoted to fiction, cookbooks, travel guides, maps and books on local history. Every year the shop also arranges a number of cookery demonstrations. It also sells classical and jazz music.

Which shop __________?

Top Bookshops

Dulwich Books

Light, airy, and modern, with an active presence on Twitter and Facebook, Dulwich Books could be a model for the future of independent bookselling. Internet orders are handled by the “shop locally online” service, while friendly and knowledgeable staff are in store to offer the personal approach. Established 30 years ago, it regularly holds evening talks, signings and kids’ activities.

Which shop __________?

Top Bookshops

Stanfords

Stanfords is the world’s largest specialist travel bookshop. It was set up by E. Stanford in 1853. Arthur Conan Doyle wrote about it in Hound of the Baskervilles. After more than 100 years in its former home, the bookshop relocated to its current site just around the corner at 7 Mercer Walk, where customers can find the same selection of travel stock. Now, it welcomes thousands of prospective explorers who come to browse their huge collection of maps, globes and travel guides.

Which shop __________?

Top Bookshops

GW Hurley

A stone’s throw from the seafront, GW Hurley stands in the middle of the high street, a glass-fronted building you simply cannot miss. The shop started life as a newsagent’s in the 1920s and has been in the same family ever since, expanding over time to sell toys and sportswear. The bookshop is modern and spacious. It has an excellent transport history section.

Which shop __________?

Top Bookshops

Books For Cooks

If you notice a smell when you enter Books For Cooks, don’t be alarmed. It’s the kitchen at the back, for testing the recipes in the books they sell. Books For Cooks has more than 8,000 food-related titles on topics such as nutrition, chemistry, sociology, history, art (even foodie fiction and biography) besides an outstanding selection of recipe books. The shop provides free wrapping.

Which shop __________?

Top Bookshops

Wild Rumpus

Wild Rumpus is filled with books and… Tilly and Pip are two little rats who live under the floorboards in a glass cage, so you can watch them running around. There are two chinchillas, three cats, two doves, two chickens, a lizard and a tarantula who goes by the name of Thomas Jefferson. And the bookshop door has a purple, child-sized door built into it, so children can let themselves in!

Which shop __________?

Cooking in the Classroom? Elementary!

The workplace of professional chef Catherine Pressler is a former storage room at Hunters Woods Elementary School. Outside Room 106, a sign proclaims, “Chef Pressler, Food FUNdamentals.” This is where students come to take part in a cooking-based course which began several years ago when Pressler was looking for a way to be active in her children’s school. Her kids aren’t in elementary school anymore, but Pressler has stayed. Named by Parent Teacher Association (PTA) Volunteer of the Year, she is the creator of a highly detailed and organised series of classes for kindergarten through sixth grade that adds to themes from daily course work.

How is cooking connected with math, science or history? Just look: Kindergartners whip up a recipe inspired by a popular children’s tale, “Stone Soup”; as they handle the ingredients, they learn about geometric shapes, sorting, identification of fruits and vegetables, and the five senses. Lessons become more complex for the older kids. Fourth-graders prepare a grand menu from Colonial Virginia to review the state’s history, culture and natural resources. Hunters Woods Principal Stephen Hockett says, “Everything she does is amazing. To have children use their thinking skills and make connections to the real world is incredible. When kids are having a good time is when they learn the most.” Pressler spends up to 60 hours a week preparing lessons, buying supplies and teaching. She volunteers her time; the supply budget comes from student fees, the PTA and sometimes her own pocket. The programme has grown so large that Pressler is looking for grants and other sources of income.

You have to see Pressler in action to truly understand the scope of her programme, and her dedication to the kids. On a spring afternoon in Room 106, third-grade students arrive to find gleaming stainless-steel pasta machines and other carefully organised supplies waiting on clean tabletops. Pressler isn’t two minutes into the lesson before she gives the first hints that the programme is about a lot more than cooking.

Pressler manages to talk without stopping, but without losing her young audience. Their eyes follow her as she springs around the room discussing history and geography, pulling down a world map here and pointing to an architectural poster there. Pulling out packages of pasta, she wows the kids with the variety of ingredients used to make different kinds of it, including soy, buckwheat, rice, corn and rye. Soon the class is shrieking with delight as they run dough through pasta machines and measure it for the longest-noodle contest.

Pressler is a role model with a diverse background. “I went to school in architecture and interior design. I’d always loved science, so then I went to graduate school in textile chemistry. Then I said, “I’m going to chef school now, as a hobby.” And I found that’s where my heart was. I worked as a pastry chef for a number of years and really loved that.” She missed interacting with more people, however.

Pressler says she dreams of expanding the programme to reach more students at other schools or taking her programme to television. Her recipe for success is to integrate learning with life, instill enthusiasm for learning in the children, and inspire them to achieve their heart’s desire.

What are Catherine Pressler’s plans for the future?

Cooking in the Classroom? Elementary!

The workplace of professional chef Catherine Pressler is a former storage room at Hunters Woods Elementary School. Outside Room 106, a sign proclaims, “Chef Pressler, Food FUNdamentals.” This is where students come to take part in a cooking-based course which began several years ago when Pressler was looking for a way to be active in her children’s school. Her kids aren’t in elementary school anymore, but Pressler has stayed. Named by Parent Teacher Association (PTA) Volunteer of the Year, she is the creator of a highly detailed and organised series of classes for kindergarten through sixth grade that adds to themes from daily course work.

How is cooking connected with math, science or history? Just look: Kindergartners whip up a recipe inspired by a popular children’s tale, “Stone Soup”; as they handle the ingredients, they learn about geometric shapes, sorting, identification of fruits and vegetables, and the five senses. Lessons become more complex for the older kids. Fourth-graders prepare a grand menu from Colonial Virginia to review the state’s history, culture and natural resources. Hunters Woods Principal Stephen Hockett says, “Everything she does is amazing. To have children use their thinking skills and make connections to the real world is incredible. When kids are having a good time is when they learn the most.” Pressler spends up to 60 hours a week preparing lessons, buying supplies and teaching. She volunteers her time; the supply budget comes from student fees, the PTA and sometimes her own pocket. The programme has grown so large that Pressler is looking for grants and other sources of income.

You have to see Pressler in action to truly understand the scope of her programme, and her dedication to the kids. On a spring afternoon in Room 106, third-grade students arrive to find gleaming stainless-steel pasta machines and other carefully organised supplies waiting on clean tabletops. Pressler isn’t two minutes into the lesson before she gives the first hints that the programme is about a lot more than cooking.

Pressler manages to talk without stopping, but without losing her young audience. Their eyes follow her as she springs around the room discussing history and geography, pulling down a world map here and pointing to an architectural poster there. Pulling out packages of pasta, she wows the kids with the variety of ingredients used to make different kinds of it, including soy, buckwheat, rice, corn and rye. Soon the class is shrieking with delight as they run dough through pasta machines and measure it for the longest-noodle contest.

Pressler is a role model with a diverse background. “I went to school in architecture and interior design. I’d always loved science, so then I went to graduate school in textile chemistry. Then I said, “I’m going to chef school now, as a hobby.” And I found that’s where my heart was. I worked as a pastry chef for a number of years and really loved that.” She missed interacting with more people, however.

Pressler says she dreams of expanding the programme to reach more students at other schools or taking her programme to television. Her recipe for success is to integrate learning with life, instill enthusiasm for learning in the children, and inspire them to achieve their heart’s desire.

Which statement is NOT TRUE of Catherine Pressler’s teaching techniques?

Cooking in the Classroom? Elementary!

The workplace of professional chef Catherine Pressler is a former storage room at Hunters Woods Elementary School. Outside Room 106, a sign proclaims, “Chef Pressler, Food FUNdamentals.” This is where students come to take part in a cooking-based course which began several years ago when Pressler was looking for a way to be active in her children’s school. Her kids aren’t in elementary school anymore, but Pressler has stayed. Named by Parent Teacher Association (PTA) Volunteer of the Year, she is the creator of a highly detailed and organised series of classes for kindergarten through sixth grade that adds to themes from daily course work.

How is cooking connected with math, science or history? Just look: Kindergartners whip up a recipe inspired by a popular children’s tale, “Stone Soup”; as they handle the ingredients, they learn about geometric shapes, sorting, identification of fruits and vegetables, and the five senses. Lessons become more complex for the older kids. Fourth-graders prepare a grand menu from Colonial Virginia to review the state’s history, culture and natural resources. Hunters Woods Principal Stephen Hockett says, “Everything she does is amazing. To have children use their thinking skills and make connections to the real world is incredible. When kids are having a good time is when they learn the most.” Pressler spends up to 60 hours a week preparing lessons, buying supplies and teaching. She volunteers her time; the supply budget comes from student fees, the PTA and sometimes her own pocket. The programme has grown so large that Pressler is looking for grants and other sources of income.

You have to see Pressler in action to truly understand the scope of her programme, and her dedication to the kids. On a spring afternoon in Room 106, third-grade students arrive to find gleaming stainless-steel pasta machines and other carefully organised supplies waiting on clean tabletops. Pressler isn’t two minutes into the lesson before she gives the first hints that the programme is about a lot more than cooking.

Pressler manages to talk without stopping, but without losing her young audience. Their eyes follow her as she springs around the room discussing history and geography, pulling down a world map here and pointing to an architectural poster there. Pulling out packages of pasta, she wows the kids with the variety of ingredients used to make different kinds of it, including soy, buckwheat, rice, corn and rye. Soon the class is shrieking with delight as they run dough through pasta machines and measure it for the longest-noodle contest.

Pressler is a role model with a diverse background. “I went to school in architecture and interior design. I’d always loved science, so then I went to graduate school in textile chemistry. Then I said, “I’m going to chef school now, as a hobby.” And I found that’s where my heart was. I worked as a pastry chef for a number of years and really loved that.” She missed interacting with more people, however.

Pressler says she dreams of expanding the programme to reach more students at other schools or taking her programme to television. Her recipe for success is to integrate learning with life, instill enthusiasm for learning in the children, and inspire them to achieve their heart’s desire.

What problem does Catherine Pressler face in teaching her course?

Cooking in the Classroom? Elementary!

The workplace of professional chef Catherine Pressler is a former storage room at Hunters Woods Elementary School. Outside Room 106, a sign proclaims, “Chef Pressler, Food FUNdamentals.” This is where students come to take part in a cooking-based course which began several years ago when Pressler was looking for a way to be active in her children’s school. Her kids aren’t in elementary school anymore, but Pressler has stayed. Named by Parent Teacher Association (PTA) Volunteer of the Year, she is the creator of a highly detailed and organised series of classes for kindergarten through sixth grade that adds to themes from daily course work.

How is cooking connected with math, science or history? Just look: Kindergartners whip up a recipe inspired by a popular children’s tale, “Stone Soup”; as they handle the ingredients, they learn about geometric shapes, sorting, identification of fruits and vegetables, and the five senses. Lessons become more complex for the older kids. Fourth-graders prepare a grand menu from Colonial Virginia to review the state’s history, culture and natural resources. Hunters Woods Principal Stephen Hockett says, “Everything she does is amazing. To have children use their thinking skills and make connections to the real world is incredible. When kids are having a good time is when they learn the most.” Pressler spends up to 60 hours a week preparing lessons, buying supplies and teaching. She volunteers her time; the supply budget comes from student fees, the PTA and sometimes her own pocket. The programme has grown so large that Pressler is looking for grants and other sources of income.

You have to see Pressler in action to truly understand the scope of her programme, and her dedication to the kids. On a spring afternoon in Room 106, third-grade students arrive to find gleaming stainless-steel pasta machines and other carefully organised supplies waiting on clean tabletops. Pressler isn’t two minutes into the lesson before she gives the first hints that the programme is about a lot more than cooking.

Pressler manages to talk without stopping, but without losing her young audience. Their eyes follow her as she springs around the room discussing history and geography, pulling down a world map here and pointing to an architectural poster there. Pulling out packages of pasta, she wows the kids with the variety of ingredients used to make different kinds of it, including soy, buckwheat, rice, corn and rye. Soon the class is shrieking with delight as they run dough through pasta machines and measure it for the longest-noodle contest.

Pressler is a role model with a diverse background. “I went to school in architecture and interior design. I’d always loved science, so then I went to graduate school in textile chemistry. Then I said, “I’m going to chef school now, as a hobby.” And I found that’s where my heart was. I worked as a pastry chef for a number of years and really loved that.” She missed interacting with more people, however.

Pressler says she dreams of expanding the programme to reach more students at other schools or taking her programme to television. Her recipe for success is to integrate learning with life, instill enthusiasm for learning in the children, and inspire them to achieve their heart’s desire.

What can be inferred from PARAGRAGH 2 about Catherine Pressler’s course?