PROCESS- MAKING PAPER (SIMON AND MY CHANGES)

The flow chart shows how waste paper is recycled. It is evident that there are 6 distinct stages in the process, from the initial collection of waste paper to the eventual production of usable paper/ which begins with the collection of waste paper, and ends at the manufacturing stage.

At the first stage in the process, waste paper is collected either from paper banks or from businesses. This paper is then sorted manually and separated according to its grade. During the stage, paper which is not suitable for recycling is removed. Next, the graded paper is transported to a paper mill.

Stages four and five of the process involve cleaning and de-inking. The paper is cleaned and pulped, and foreign objects such as staples have to be taken out. Once the cleaning and de-inking processes have been completed, the glues and inks left on the paper are removed. Finally, the pulped paper can be processed in a paper making machine, which produces/makes the finished product/the end product: usable paper.

Finally, a paper-making machine is used to process the pulped paper to make the finished product: usable paper.

PIE CHART YEMEN - ITALY (SIMON-BAND 9)

The pie charts compare the proportions of people falling into three distinct age groups in
Yemen and Italy in two different years.

It is clear that Italy had the older population in the year 2000, and that the same is
predicted for the year 2050. The populations of both countries are expected to age over
the fifty-year period.

In the year 2000, just over half of the population of Yemen was aged 14 or under, while
most Italians (61.6%) fell into the 15 to 59 age group, and only 14.3% were children under
15 years of age. People aged 60 or over accounted for almost a quarter of the Italian
population, but only 3.6% of the inhabitants of Yemen.

By 2050, the proportion of children under 15 is predicted to drop in both countries, most
noticeably in Yemen where the figure is expected to fall by 13.1%. On the other hand, the
figures for elderly people are expected to rise, by 2.1% in Yemen and a massive 18.2% in
Italy. Finally, it is anticipated that the 15 to 59 age group will grow by around 10% in
Yemen, but shrink by around 15% in Italy.

PIE CHART (YEMEN VS ITALY - CAM 9)

The pie charts compare the proportions of people falling into three distinct age groups in Yemen and Italy in two selected years: 2000 and 2050.

 Overall, it is evident that in 2000 the percentage of 15-59 year olds was highest in Italy, as was the figure for 0-14 year-old people in Yemen. In 2050, it is expected that there were more people aged over the fifty period than those of other age groups.

Specifically, in 2000, over 60% of Italians were reported to be in the 15-59 age group compared to 15% of 0-14 year olds, who occupied up to half of the Yemen’s population. Another striking difference lies in the percentages of 60+ year old people in Italy and Yemen, with one fourth of the formers population and only 3.6% of the latter’s aging 60 and over.

 By 2050, the proportion of those aged 15 and over is expected to be almost 90% of Italy’s population compared to the remaining portion of 0-14 year olds (11%). In Yemen, both the figures for 15-59 year olds and 60+ year olds are projected to grow significantly to slightly under 60% and under 6% accordingly, whereas a fall from 50% to 37% is predicted in 0-14 year old population figures.

mixed charts

The pie chart and the table reveal major factors degrading land on a global scale and the proportions of degraded land in 3 different regions.

Overall, it is clear from the pie chart that among 3 principal reasons for degraded land, over-grazing leads to the largest percentage of land degradation. From the table, it can be seen that Europe had a far higher proportion of unproductive land than the other two regions in the 1990s.

More specifically, 35% of land became degraded due to over-grazing. Similar proportions of land were degraded by over-cultivation and deforestation: 28% and 30% respectively. By comparison, other causes resulted in merely 7% of global land degradation.

In terms of land degradation by region, up to 10% of European land turned less productive as it was deforested compared to 0.2% in North America and approximately 2% in Oceania. This area also had by far the highest proportion of over cultivated land (nearly 8%), twofold higher than the figure for North America.

Although Oceania land was not influenced by this factor, it was far more degraded by over-grazing than any other area, with more than 11% of land becoming unproductive because of this problem.

Totally, while degraded land percentages in Europe were just under 25%, the figure for North America was reported to be merely 5%. 

NATIVE PARAPHRASE (SPEAKING)

NATIVE PARAPHRASES

1. university opens up a host of new opportunities

2. It’s best not talk to British academics about their job satisfaction at the moment; if you’re lucky they will sigh and roll their eyes at you, if unlucky they will explain exactly how stressed and unhappy they are,

3. It’s best not talk to British academics about their job satisfaction at the moment; if you’re lucky they will sigh and roll their eyes at you, if unlucky they will explain exactly how stressed and unhappy they are

1. The freedom. What a luxury to have your salary paid from core funds and to be able to research what interests you, take on external jobs that you’d like to do, wear what you like (within reason!), develop and deliver interesting courses to passionate students, go to meetings and conferences about things that interest you, and plan your work time flexibly to address your own work priorities. You are trusted to forge your own path, and judged according to whether your peers, students and wider society are excited by what you are offering.

2. The students. Teaching and mentoring the inspirational future leaders of the field, sharing exciting ideas and enthusiasm for the subject with students and researchers at a range of career stages, working with them to develop and carry out new research and gain new insights. I love being part of students’ development as scientists, supporting them in honing their skills and ideas, and then seeing them succeed in the wider world.

3. The environment. It’s exciting to collaborate with people who I admire, developing new ways of thinking, particularly interdisciplinary projects when I can be stretched by understanding their perspectives and analytical tools. I also think I’m well paid, well supported and that universities try hard to recognise the constraints of childcare and other barriers to success. Being judged on outputs rather than inputs has its downsides but it does also mean you can step your research intensity up or down for a few months according to what else is going on in your life.

5. a long tough road