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Task 1 - COMPARISON CHARTS

The bar chart shows methods of waste disposal (landfill, incineration, recycling, compositing) in 4 cities (Toronto, Madrid, Kuala Lumpur, Amman). Landfill is most common in Toronto and Amman, while incineration is largest in Madrid and Kuala Lumpur. Toronto has the highest rate of landfill disposal at 75% and Amman the lowest at 48%. Recycling rates are similar in Madrid and Kuala Lumpur at 22%, while Toronto and Amman have lower rates of 8% and 11%, respectively. Compositing is lowest across all cities under 10%.

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178 views

Task 1 - COMPARISON CHARTS

The bar chart shows methods of waste disposal (landfill, incineration, recycling, compositing) in 4 cities (Toronto, Madrid, Kuala Lumpur, Amman). Landfill is most common in Toronto and Amman, while incineration is largest in Madrid and Kuala Lumpur. Toronto has the highest rate of landfill disposal at 75% and Amman the lowest at 48%. Recycling rates are similar in Madrid and Kuala Lumpur at 22%, while Toronto and Amman have lower rates of 8% and 11%, respectively. Compositing is lowest across all cities under 10%.

Uploaded by

Ha Nguỵen
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Task 1: The bar chart shows different methods of waste disposal in four

cities; Toronto, Madrid, Kuala Lumpur, and Amman.

The bar chart demonstrates the differences in the proportions of total waste being
disposed of by four waste treatment methods including landfill, incineration, recycling
and compositing, recorded in four separate cities, namely Toronto, Marid, Kuala
Lumpur and Amman.

Overall, landfill is considered the most common waste disposal solution in Toronto
and Amman while in two remaining cities, the largest percentage of total waste is
treated by incineration. In addition, the least popular method of waste disposal is
supposed compositing.

In terms of two most popular waste solutions, the highest proportion of total waste in
Toronto and Amman is treated by landfill although the figure for the former is much
higher than for the latter, with 75% against 48% respectively. By contrast,
incineration accounts for the largest percentage of total waste in Madrid and Kuala
Lumpur, with figures being 40% and 55% in turn.

Regarding two remaining waste treatment methods, there is a similarity in the figure
for recycling in Madrid and Kuala Lumpur with roughly 22% for both. By contrast, in
Toronto and Amman, just respectively 8% and 11% of total waste is recycled. All four
cities record under 10% of total waste being disposed of by compositing, the lowest
figures among four given methods, ranging from just 4% ( in Amman) to 9% ( in
Madrid).
Task 1: The graph below shows the hours of teaching per year done by each
teacher in four different countries in 2001.

The graph demonstrates the differences in the number of hours per year every
teacher used for teaching at primary, lower secondary and upper secondary schools,
recorded in four countries including Japan, Spain, Ireland and USA in 2001.

Overall, it is worth highlighting that the amount of time each teacher spent on upper
secondary education was the highest except for that in Ireland while primary schools
required the lowest figures in four countries. In addition, the process of teaching in
the USA recorded the higher number of hours compared to those in other areas.

In terms of figures in Japan and Spain, there were similarities in the number of hours
per year each teacher allocated to teach in a primary school between two countries,
with the figures being 600 hours. Despite the similar figures for the lower secondary
system (600 hours), each Spanish teacher had to spend nearly 950 hours every year
on teaching in upper secondary, roughly 180 hours more than one’s Japanese
counterpart did.

Regarding two remaining countries, approximately 1100 hours per year were spent
on teaching by each teacher in the USA, the highest figure recorded in all educational
systems mentioned. By contrast, the largest amount of time each teacher used for
their work was recorded in lower secondary schools in Ireland, roughly 800 hours.
Primary required the lowest numbers of teaching hours compared to other
educational systems given in both Ireland and the USA, nearly 600% and 800%
respectively.

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