‌
‌
‌
The‌ ‌chart‌ ‌illustrates‌ ‌how‌ ‌much‌ ‌oil‌ ‌was‌ ‌produced‌ ‌daily‌ ‌in‌ ‌four‌ ‌countries‌ ‌between‌‌
2000‌‌and‌‌2004.‌‌ ‌
‌
Overall,‌‌there‌‌was‌‌an‌‌increase‌‌in‌‌the‌‌daily‌‌amount‌‌of‌‌oil‌‌produced‌‌in‌‌Nigeria,‌‌Chad‌‌
and‌ ‌Somalia,‌ ‌while‌ ‌a‌ ‌gradual‌ ‌decline‌ ‌in‌ ‌oil‌ ‌production‌ ‌was‌ ‌seen‌ ‌in‌ ‌Congo.‌ ‌In‌‌
addition,‌‌Congo‌‌generally‌‌produced‌‌the‌‌most‌‌oil‌‌among‌‌the‌‌4‌‌countries‌‌examined,‌‌
but‌‌it‌‌was‌‌surpassed‌‌by‌‌Nigeria‌‌in‌‌the‌‌last‌‌year‌‌of‌‌the‌‌period.‌ ‌
‌
Oil‌ ‌production‌ ‌in‌ ‌Congo‌ ‌started‌ ‌at‌ ‌275,000‌ ‌barrels‌ ‌per‌ ‌day‌ ‌(bpd),‌ ‌after‌ ‌which‌ ‌it‌‌
experienced‌ ‌a‌ ‌progressive‌ ‌fall‌ ‌to‌ ‌203,‌ ‌000‌ ‌in‌ ‌2004.‌ ‌Conversely,‌ ‌the‌ ‌figures‌ ‌for‌‌
Somalia‌ ‌increased‌ ‌dramatically‌ ‌from‌ ‌only‌ ‌5.000‌ ‌bpd‌ ‌in‌ ‌2000‌‌to‌‌21,000‌‌bpd‌‌in‌‌
2003,‌‌before‌‌reaching‌‌a‌‌peak‌‌at‌‌50,000‌‌bpd‌‌at‌‌the‌‌end‌‌of‌‌the‌‌period.‌ ‌
‌
205,000‌ ‌barrels‌ ‌of‌ ‌oil‌ ‌were‌ ‌produced‌ ‌in‌ ‌Nigeria‌ ‌in‌ ‌2000,‌ ‌with‌ ‌subsequent‌‌
fluctuations‌ ‌and‌ ‌a‌ ‌final‌ ‌growth‌ ‌from‌ ‌190,000‌ ‌bpd‌ ‌in‌ ‌2002‌ ‌to‌ ‌213,000‌ ‌bpd‌ ‌in‌‌
2004.‌ ‌Meanwhile,‌ ‌Chad‌‌did‌‌not‌‌produce‌‌any‌‌oil‌‌until‌‌2002,‌‌but‌‌its‌‌oil‌‌production‌‌
in‌‌2003‌‌was‌‌8000‌‌bpd,‌‌followed‌‌by‌‌a‌‌substantial‌‌rise‌‌to‌‌50,000‌‌bpd‌‌a‌‌year‌‌later.‌‌ ‌
‌
‌
‌
The‌ ‌chart‌ ‌illustrates‌ ‌how‌ ‌many‌‌African‌‌people‌‌used‌‌mobile‌‌and‌‌fixed‌‌line‌‌phones‌‌
between‌‌1994‌‌and‌‌2004.‌‌ ‌
‌
Overall,‌ ‌there‌ ‌was‌ ‌an‌ ‌increase‌ ‌in‌ ‌the‌ ‌proportion‌ ‌of‌ ‌people‌ ‌using‌ ‌both‌‌
communication‌‌services,‌‌with‌‌a‌‌much‌‌more‌‌significant‌‌rise‌‌being‌‌seen‌‌in‌‌the‌‌use‌‌of‌‌
mobile‌ ‌phones.‌ ‌In‌ ‌addition,‌ ‌the‌ ‌year‌ ‌2001‌ ‌marked‌ ‌the‌‌point‌‌where‌‌the‌‌figure‌‌for‌‌
fixed‌‌line‌‌service‌‌was‌‌surpassed‌‌by‌‌that‌‌of‌‌their‌‌mobile‌‌counterpart.‌ ‌
‌
About‌ ‌1.7%‌ ‌of‌ ‌residents‌ ‌in‌ ‌Africa‌ ‌subscribed‌ ‌to‌ ‌fixed‌ ‌broadband‌ ‌services,‌ ‌after‌‌
which‌ ‌this‌ ‌figure‌ ‌saw‌ ‌a‌ ‌gradual‌ ‌growth‌ ‌to‌ ‌just‌ ‌under‌ ‌3%‌ ‌in‌ ‌2001.‌ ‌The‌ ‌figure‌ ‌for‌‌
mobile‌ ‌services‌ ‌saw‌ ‌similar‌ ‌changes‌ ‌in‌ ‌the‌ ‌first‌ ‌two‌ ‌years,‌ ‌but‌ ‌then‌ ‌rose‌ ‌quickly‌‌
from‌‌just‌‌to‌‌reach‌‌3%‌‌in‌‌2001,‌‌overtaking‌‌that‌‌for‌‌fixed‌‌residential‌‌phone‌‌services.‌ ‌
‌
The‌ ‌proportion‌ ‌of‌ ‌African‌‌people‌‌using‌‌fixed‌‌line‌‌phones‌‌continued‌‌to‌‌increase‌‌at‌‌
the‌ ‌same‌ ‌rate,‌ ‌reaching‌ ‌only‌ ‌3.1%‌ ‌in‌ ‌2004.‌ ‌Meanwhile,‌ ‌the‌ ‌figure‌ ‌for‌ ‌mobile‌‌
phones‌‌rose‌‌sharply‌‌to‌‌end‌‌the‌‌period‌‌at‌‌8.8%‌‌(a‌‌threefold‌‌increase‌‌from‌‌2001‌‌to‌‌
2004).‌‌(166‌‌words)‌ ‌
‌
‌
‌
The‌‌charts‌‌illustrate‌‌how‌‌many‌‌school‌‌leavers‌‌chose‌‌to‌‌study‌‌at‌‌a‌‌certain‌‌university‌‌
in‌‌the‌‌UK‌‌between‌‌1987‌‌and‌‌2007.‌‌ ‌
‌
Overall,‌‌there‌‌was‌‌an‌‌increase‌‌in‌‌the‌‌proportion‌‌of‌‌young‌‌people‌‌choosing‌‌to‌‌study‌‌
at‌ ‌this‌‌school‌‌because‌‌it‌‌provided‌‌suitable‌‌courses‌‌and‌‌it‌‌was‌‌close‌‌to‌‌their‌‌home,‌‌
while‌ ‌the‌ ‌figures‌ ‌for‌ ‌those‌ ‌opting‌ ‌for‌ ‌this‌ ‌school‌ ‌owing‌‌to‌‌its‌‌quality‌‌of‌‌resources‌‌
and‌ ‌teaching,‌ ‌and‌ ‌its‌ ‌physical‌ ‌and‌ ‌social‌ ‌activities‌ ‌declined.‌ ‌In‌ ‌addition,‌ ‌the‌‌
majority‌ ‌of‌‌students‌‌chose‌‌to‌‌study‌‌in‌‌the‌‌examined‌‌school‌‌because‌‌of‌‌its‌‌degree‌‌
courses‌‌in‌‌both‌‌years.‌‌ ‌
‌
The‌‌percentage‌‌of‌‌students‌‌saying‌‌that‌‌they‌‌chose‌‌to‌‌study‌‌in‌‌the‌‌surveyed‌‌school‌‌
because‌ ‌of‌ ‌its‌ ‌courses‌ ‌started‌‌at‌‌35%,‌‌after‌‌which‌‌it‌‌saw‌‌a‌‌slight‌‌increase‌‌to‌‌37%.‌‌
Meanwhile,‌ ‌the‌ ‌figure‌ ‌for‌ ‌those‌ ‌whose‌ ‌house‌ ‌was‌ ‌close‌ ‌to‌ ‌their‌ ‌school‌ ‌grew‌‌
significantly‌‌from‌‌10%‌‌to‌‌21%.‌ ‌
‌
21%‌ ‌of‌ ‌the‌ ‌students‌‌placed‌‌more‌‌emphasis‌‌on‌‌the‌‌quality‌‌of‌‌the‌‌resources‌‌of‌‌the‌‌
school‌ ‌in‌ ‌1987,‌ ‌with‌ ‌a‌ ‌subsequent‌ ‌decline‌‌to‌‌17%‌‌in‌‌2007.‌‌In‌‌the‌‌meanwhile,‌‌the‌‌
figures‌‌for‌‌undergraduates‌‌whose‌‌reason‌‌for‌‌enrollment‌‌was‌‌related‌‌to‌‌the‌‌quality‌‌
of‌ ‌teaching‌ ‌and‌ ‌extra‌ ‌curricular‌ ‌activities‌ ‌halved‌ ‌to‌ ‌8%‌‌and‌‌9%‌‌respectively.‌‌(197‌‌
words)‌ ‌
‌
‌
The‌ ‌chart‌ ‌illustrates‌ ‌how‌ ‌much‌ ‌electricity‌ ‌in‌ ‌six‌ ‌countries‌ ‌was‌ ‌produced‌ ‌from‌‌
renewable‌‌sources‌‌between‌‌2010‌‌and‌‌2013.‌‌ ‌
‌
Overall,‌‌there‌‌was‌‌an‌‌increase‌‌in‌‌the‌‌percentage‌‌of‌‌energy‌‌production‌‌coming‌‌from‌‌
renewable‌‌sources‌‌in‌‌all‌‌six‌‌countries‌‌examined,‌‌with‌‌the‌‌most‌‌dramatic‌‌rise‌‌being‌‌
seen‌ ‌in‌ ‌Germany.‌ ‌In‌ ‌addition,‌ ‌Germany‌ ‌had‌ ‌the‌ ‌highest‌ ‌figures‌ ‌from‌ ‌mid‌ ‌2010‌‌
onwards.‌‌ ‌
‌
The‌‌percentage‌‌of‌‌energy‌‌generated‌‌from‌‌renewable‌‌sources‌‌in‌‌the‌‌USA‌‌started‌‌at‌‌
about‌ ‌19%,‌ ‌after‌ ‌which‌ ‌it‌ ‌saw‌ ‌a‌ ‌decline‌ ‌to‌ ‌reach‌ ‌a‌ ‌low‌ ‌of‌ ‌around‌ ‌13%,‌ ‌before‌‌
increasing‌ ‌to‌‌just‌‌over‌‌20%‌‌in‌‌2012‌‌and‌‌2013.‌‌Similar‌‌changes‌‌can‌‌be‌‌seen‌‌in‌‌the‌‌
figure‌‌for‌‌India,‌‌declining‌‌from‌‌approximately‌‌17%‌‌to‌‌16%‌‌in‌‌after‌‌the‌‌first‌‌year‌‌and‌‌
recovering‌‌back‌‌to‌‌its‌‌initial‌‌figure‌‌in‌‌2010.‌ ‌ ‌
‌
About‌ ‌17%‌ ‌of‌ ‌the‌ ‌USA's‌ ‌electricity‌ ‌production‌ ‌came‌ ‌from‌ ‌renewable‌ ‌sources‌ ‌of‌‌
energy,‌ ‌with‌ ‌a‌ ‌subsequent‌ ‌considerable‌ ‌rise‌ ‌25%‌ ‌in‌ ‌2013.‌ ‌The‌ ‌figures‌ ‌for‌ ‌Spain,‌‌
France‌‌and‌‌China‌‌saw‌‌smaller‌‌rises‌‌of‌‌about‌‌2%,‌‌ending‌‌at‌‌just‌‌over‌‌15%,‌‌15%,‌‌and‌‌
12.5%‌‌respectively.‌‌(169‌‌words)‌ ‌
‌
‌
‌
‌
‌
‌
‌
The‌‌bar‌‌chart‌‌illustrates‌‌whether‌‌and‌‌what‌‌kind‌‌of‌‌academic‌‌qualification‌‌people‌‌in‌‌
Glasgow‌‌had‌‌in‌‌2010.‌‌ ‌
‌
Overall,‌‌the‌‌majority‌‌of‌‌people‌‌aged‌‌from‌‌16‌‌to‌‌50‌‌held‌‌a‌‌bachelor’s‌‌degree,‌‌while‌‌
those‌ ‌who‌ ‌are‌ ‌75‌ ‌and‌ ‌over‌ ‌tended‌ ‌to‌ ‌have‌ ‌no‌ ‌qualifications.‌ ‌Also‌‌notable‌‌is‌‌that‌‌
there‌ ‌is‌ ‌a‌ ‌parity‌‌in‌‌the‌‌percentage‌‌of‌‌people‌‌having‌‌finished‌‌high‌‌school‌‌in‌‌all‌‌age‌‌
groups,‌‌with‌‌the‌‌exception‌‌of‌‌the‌‌oldest‌‌one.‌‌ ‌
‌
Regarding‌ ‌those‌ ‌having‌ ‌completed‌ ‌higher‌ ‌education,‌‌76%‌‌of‌‌people‌‌who‌‌were‌‌in‌‌
the‌‌24-35‌‌age‌‌bracket‌‌had‌‌a‌‌university‌‌degree‌‌in‌‌2010,‌‌followed‌‌by‌‌the‌‌16-24‌‌and‌‌
25-50‌‌age‌‌groups‌‌(both‌‌at‌‌71%).‌‌The‌‌figures‌‌for‌‌older‌‌age‌‌bands‌‌were‌‌smaller,‌‌with‌‌
50%‌ ‌of‌ ‌50-to-75-year-olds‌ ‌having‌ ‌received‌ ‌tertiary‌ ‌education,‌ ‌and‌ ‌only‌ ‌25%‌‌of‌‌
the‌‌elderly‌‌having‌‌done‌‌it.‌‌Significant‌‌differences‌‌were‌‌also‌‌seen‌‌in‌‌the‌‌proportion‌‌
of‌‌citizens‌‌in‌‌Glasgow‌‌who‌‌had‌‌not‌‌had‌‌any‌‌qualification‌‌until‌‌2010,‌‌which‌‌was‌‌9%‌‌
for‌ ‌the‌ ‌first‌ ‌three‌ ‌youngest‌ ‌age‌ ‌groups,‌ ‌but‌ ‌30%‌ ‌for‌‌those‌‌falling‌‌into‌‌the‌‌50-75‌‌
age‌‌bracket‌‌and‌‌even‌‌72%‌‌for‌‌senior‌‌citizens.‌‌ ‌
‌
20%‌ ‌of‌ ‌16-to-24-year-olds,‌ ‌35-to-50-year-olds‌ ‌and‌ ‌50-to-75-year-olds‌ ‌had‌‌
chosen‌‌to‌‌only‌‌complete‌‌their‌‌high‌‌school‌‌education,‌‌so‌‌had/‌‌compared‌‌to‌‌15%‌‌of‌‌
those‌ ‌in‌ ‌the‌ ‌age‌ ‌from‌ ‌24‌ ‌to‌ ‌35.‌‌Only‌‌a‌‌mere‌‌3%‌‌of‌‌those‌‌aged‌‌75‌‌and‌‌older‌‌had‌‌
graduated‌‌from‌‌high‌‌school‌‌and‌‌decided‌‌not‌‌to‌‌pursue‌‌university‌‌education.‌ ‌
‌
‌
The‌‌bar‌‌chart‌‌illustrates‌‌the‌‌proportion‌‌of‌‌people‌‌having‌‌different‌‌qualifications‌‌or‌‌
no‌‌qualifications‌‌in‌‌the‌‌field‌‌of‌‌science‌‌in‌‌Malaysia‌‌and‌‌Singapore.‌‌ ‌
‌
Overall,‌ ‌the‌ ‌majority‌ ‌of‌ ‌people‌ ‌in‌ ‌both‌ ‌countries‌ ‌do‌ ‌not‌ ‌have‌ ‌a‌ ‌science‌‌
qualification,‌‌while‌‌only‌‌a‌‌small‌‌percentage‌‌of‌‌people‌‌have‌‌a‌‌master’s‌‌degree‌‌in‌‌this‌‌
discipline.‌‌ ‌
‌
In‌ ‌both‌ ‌countries,‌‌the‌‌percentages‌‌of‌‌citizens‌‌having‌‌no‌‌qualification‌‌in‌‌science‌‌or‌‌
only‌ ‌sitting‌ ‌school‌ ‌living‌‌exams‌‌are‌‌similar.‌‌With‌‌regard‌‌to‌‌the‌‌former,‌‌about‌‌65%‌‌
of‌‌Malaysians‌‌do‌‌not‌‌have‌‌qualifications‌‌in‌‌science,‌‌compared‌‌to‌‌60%‌‌of‌‌people‌‌in‌‌
Singapore.‌ ‌A‌ ‌difference‌ ‌of‌ ‌5%‌ ‌can‌ ‌also‌ ‌be‌ ‌seen‌ ‌in‌ ‌the‌ ‌proportion‌ ‌of‌ ‌people‌ ‌in‌‌
Malaysia‌‌and‌‌Singapore‌‌taking‌‌school‌‌leaving‌‌exams,‌‌with‌‌respective‌‌figures‌‌being‌‌
35%‌‌and‌‌30%.‌‌ ‌
‌
The‌ ‌most‌ ‌pronounced‌ ‌difference‌ ‌can‌ ‌be‌ ‌seen‌ ‌when‌ ‌we‌ ‌look‌ ‌at‌ ‌people‌ ‌with‌ ‌a‌‌
university‌‌degree‌‌in‌‌science.‌‌While‌‌20%‌‌of‌‌Singaporeans‌‌hold‌‌a‌‌bachelor’s‌‌degree,‌‌
only‌‌10%‌‌of‌‌Malaysians‌‌have‌‌the‌‌same‌‌qualification.‌‌Finally,‌‌about‌‌3%‌‌of‌‌people‌‌in‌‌
both‌‌countries‌‌have‌‌a‌‌master’s‌‌degree‌‌in‌‌this‌‌area‌‌of‌‌knowledge.‌‌(178‌‌words)‌ ‌
‌
‌
‌
The‌‌maps‌‌illustrate‌‌how‌‌a‌‌university's‌‌campus‌‌changed‌‌between‌‌2000‌‌and‌‌2015.‌‌ ‌
‌
Overall,‌ ‌the‌ ‌university‌ ‌underwent‌ ‌a‌ ‌number‌ ‌of‌ ‌significant‌ ‌changes,‌ ‌the‌ ‌most‌‌
important‌ ‌of‌ ‌which‌ ‌are‌ ‌the‌ ‌expansion‌‌of‌‌classrooms‌‌and‌‌the‌‌disappearance‌‌of‌‌all‌‌
of‌‌the‌‌trees‌‌in‌‌the‌‌school.‌‌ ‌
‌
The‌ ‌main‌ ‌building‌ ‌in‌ ‌the‌ ‌northwest‌ ‌of‌ ‌the‌ ‌map‌ ‌had‌ ‌only‌‌three‌‌seminar‌‌rooms‌‌in‌‌
2000,‌‌with‌‌seminar‌‌room‌‌1‌‌and‌‌2‌‌on‌‌the‌‌left‌‌and‌‌seminar‌‌room‌‌3‌‌on‌‌the‌‌right,‌‌and‌‌
it‌ ‌was‌ ‌expanded‌ ‌northwards‌ ‌with‌ ‌two‌ ‌more‌ ‌classrooms.‌ ‌The‌ ‌corridor‌ ‌separating‌‌
those‌‌seminar‌‌rooms‌‌was‌‌also‌‌extended‌‌to‌‌cater‌‌for‌‌the‌‌expansion‌‌of‌‌the‌‌building.‌‌
Another‌ ‌change‌ ‌is‌ ‌that‌ ‌the‌ ‌library‌ ‌opposite‌ ‌seminar‌ ‌room‌ ‌1‌ ‌through‌ ‌the‌ ‌corridor‌‌
was‌‌removed‌‌to‌‌allow‌‌the‌‌office‌‌next‌‌to‌‌it‌‌to‌‌expand.‌ ‌ ‌
‌
The‌ ‌main‌‌entrance‌‌in‌‌the‌‌middle‌‌of‌‌the‌‌map‌‌allowing‌‌access‌‌to‌‌the‌‌main‌‌building‌‌
from‌‌the‌‌main‌‌road‌‌remained,‌‌while‌‌a‌‌car‌‌park‌‌was‌‌constructed‌‌on‌‌the‌‌right‌‌of‌‌the‌‌
entrance.‌‌The‌‌trees‌‌in‌‌the‌‌northeast‌‌were‌‌cleared‌‌to‌‌facilitate‌‌the‌‌construction‌‌of‌‌a‌‌
library‌‌and‌‌an‌‌IT‌‌center.‌‌A‌‌corridor‌‌was‌‌built‌‌between‌‌these‌‌two‌‌rooms.‌‌ ‌
‌
‌
‌
‌
‌
The‌‌picture‌‌depicts‌‌how‌‌bricks‌‌are‌‌made‌‌for‌‌the‌‌construction‌‌industry.‌‌ ‌
‌
Overall,‌ ‌the‌ ‌process‌ ‌comprises‌ ‌a‌ ‌number‌ ‌of‌ ‌consecutive‌ ‌steps,‌ ‌starting‌ ‌with‌ ‌the‌‌
collecting‌‌of‌‌clay,‌‌through‌‌different‌‌mixing‌‌and‌‌burning‌‌stages,‌‌and‌‌ending‌‌with‌‌the‌‌
shipping‌ ‌of‌ ‌the‌ ‌finished‌ ‌products‌ ‌to‌ ‌their‌ ‌final‌ ‌destination,‌ ‌whether‌ ‌it‌ ‌be‌ ‌a‌‌
construction‌‌site‌‌or‌‌storage.‌ ‌
‌
At‌ ‌the‌ ‌beginning‌ ‌of‌ ‌the‌ ‌process,‌‌clay‌‌is‌‌excavated‌‌by‌‌a‌‌large‌‌digger‌‌to‌‌prepare‌‌for‌‌
production.‌‌After‌‌being‌‌transported‌‌to‌‌a‌‌factory,‌‌the‌‌clay‌‌goes‌‌through‌‌a‌‌metal‌‌grid‌‌
in‌‌order‌‌to‌‌break‌‌up‌‌the‌‌large‌‌chunks‌‌of‌‌clay‌‌and‌‌then‌‌small‌‌lumps‌‌of‌‌clay‌‌fall‌‌onto‌‌
a‌‌roller,‌‌which‌‌moves‌‌the‌‌sieved‌‌clay‌‌to‌‌a‌‌designated‌‌place‌‌to‌‌be‌‌mixed‌‌with‌‌sand‌‌
and‌‌water.‌‌The‌‌mixture‌‌either‌‌is‌‌molded‌‌or‌‌goes‌‌through‌‌a‌‌wire‌‌cutter‌‌to‌‌make‌‌raw‌‌
bricks,‌ ‌after‌ ‌which‌ ‌the‌ ‌bricks‌ ‌are‌ ‌kept‌ ‌in‌ ‌an‌ ‌oven‌ ‌to‌ ‌dry‌ ‌for‌ ‌24‌ ‌to‌‌48‌‌hours‌‌to‌‌be‌‌
ready‌‌for‌‌the‌‌next‌‌steps.‌ ‌
‌
The‌‌process‌‌continues‌‌with‌‌the‌‌dried‌‌bricks‌‌being‌‌baked‌‌in‌‌a‌‌kiln‌‌at‌‌200*C‌‌to‌ ‌
980*C.‌‌They‌‌are‌‌then‌‌burned‌‌at‌‌higher‌‌temperatures‌‌(870*C‌‌to‌‌1200*C)‌‌before‌ ‌
being‌ ‌moved‌ ‌to‌ ‌a‌‌cooling‌‌chamber‌‌where‌‌they‌‌are‌‌stored‌‌for‌‌2‌‌to‌‌3‌‌days‌‌in‌‌order‌‌
for‌ ‌them‌ ‌to‌ ‌cool‌ ‌down‌ ‌and‌ ‌become‌ ‌hard.‌ ‌Once‌‌the‌‌finished‌‌bricks‌‌are‌‌packaged,‌‌
they‌ ‌
are‌‌delivered‌‌to‌‌storage‌‌facilities‌‌or‌‌building‌‌sites.‌ ‌
‌
‌
‌
‌