The bar chart compares American men and women from different age groups on the basis of how much salt they consumed in 2000. Overall, the majority of the population exceeded the recommended salt intake, with the exception of the youngest age group, which consumed less salt than the recommended amount for adults. Additionally, men consumed more salt than their female counterparts.

Men consistently exhibited higher salt intake across all age groups. While boys who were under 6 consumed over 2000 milligrams of salt, this figure was considerably higher for the boys in the next age category (3500 milligrams). This disparity in salt intake was even more pronounced for boys aged 12-19, with around 4200 milligrams and those aged between 20 and 39 showed a staggering 4500 milligrams of salt intake. The data shows a slightly lower salt intake for males aged 40 to 60, at 4000 milligrams, and a further reduction for those over 60, with a salt intake of over 3500 milligrams.

By contrast, the data for women show fewer irregularities. Those aged under 6 consumed about 1300 milligrams of salt, whereas the next four age brackets displayed similar figures of approximately 3500 milligrams. Interestingly, only women in the oldest age group consumed the recommended salt intake of 2500 milligrams.

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The bar chart compares how many years people spent in schools and the pie charts show the highest education level achieved by Singaporeans between 2000 and 2010. "Overall, school participation rates increased for both genders, though the rise was more pronounced for men compared to women, who recorded somewhat consistent figures for the majority of the period. Moreover, the majority of the adult population held high-school and secondary school qualifications in 2000 but by 2010, those with university and master’s degree constituted the largest segment.

Men showed consistently higher school participation levels from 2000 to 2010. In 2000, men spent 9 years in schools on average, which was one year more than women in the same year. The disparity became more noticeable in the next years, as men stayed just under 10 years in schools in 2002 and 2004 compared to women’s 8 year on average. In the subsequent four years, the average participation levels in education for men rose to over 11 years in 2008 and then to just under 12 years in the final year, whereas the figures for women experienced a minimal increase to a little over 8 years in the former year and then to about 9 years in the latter.

The figures regarding educational attainment did not show any clear patterns. In 2010, around 32% of adults were only confined with high-school qualification, followed by those with secondary school and primary school qualifications with similar figures of about 26%. In contrast, adults with university and master’s degree accounted for the smallest portion of the population, at 8.3% and 7.5% respectively. By 2010, however, the figures were reversed. The proportion of adults with university and master qualifications rose to over 30%, while only a small percentage of people had primary(2.1%) and secondary school qualifications(15.2%). Lastly, the percentage of people with high-school diploma dropped to approximately 20%.

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This is what shadowing looks like

A subscriber asked if they should act like the person that they are trying to imitate.

The answer may sound surprising but yes. Mentally visualizing the way you speak and acting as if you are actually talking to someone/audience helps improve your speech more than just repeating words.

I’ve always done it and still do it. It has been of great help to me.

The pie charts compare the survey results of full-time and part-time students on how satisfied they are with the university’s IT support. Overall, the survey indicates a noticeable discrepancy in the level of satisfaction between the two groups. While the majority of the full-time students are satisfied with the university’s IT support, most of the part-time students expressed dissatisfaction with the service.

A substantial number of full-time students showed positive sentiments regarding the university's IT support, with a notable percentage expressing being either "very happy" or "quite happy" with the service. Those who chose the ‘very happy’ option constituted 54%, as opposed to the ‘quite happy’ with 31%. Only, 15% of students who participated in the survey had complaints about the IT support.

The responses from part-time students revealed a rather contrasting picture. Among them, 45% rated IT support offered by the university as poor, whereas another 35% reported that it was merely satisfactory. Lastly, 20% of part-time students were content with the university’s IT support.


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The table compares how much money was donated to developing countries by the USA, EU and other unspecified countries from 2006 to 2010. Overall, the financial aid provided to developing countries from the USA, EU, and other unspecified nations experienced a consistent increase, resulting in a significant rise in the overall donation amount. While the contributions by EU and ‘other’ countries remained minimal over the years, the aid provided by the USA saw a substantial and upward trend.

The USA stood out among other nations with its remarkable financial aid to developing countries. In 2006, it allocated around $10 million, a figure that increased to $11 million in 2007 and then further rose to $17 million in 2008. Despite a negligible drop to $16.7 million in 2009, the amount of money the USA allocated for developing countries surged to a staggering $20.3 million in the final year.

EU and 'other' countries, on the other hand, exhibited comparable levels of financial aid allocation to developing countries. In 2006, $3.1 million was allocated by the former, just ahead of the latter with $2.8 million. These figures improved slightly by 2008, reaching $3.9 and $3.5 million, respectively. Towards the end of the period, there was a discrepancy of just $0.4 million between the two, with EU $4.1 million and other unspecified countries contributing $3.7 million.

Regarding the total amount, it naturally rose substantially. In 2006, it constituted $15.7 million, rising further to $17.6 million in the subsequent year. After another increase to $24.4 million in 2008, the figure dipped slightly to $23.5 million in 2009 before reaching its peak of $28.1 million in 2010.

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The pie charts compare the proportion of 5 different fuel sources in France’s electricity production. Overall, the percentage of nuclear power in generating electricity improved substantially but the reverse is true for the remaining sources (coal, oil, natural gas, hydropower)

In 1990, the electricity generation was somewhat equally distributed among 4 sources, with hydropower contributing the least. Coal and natural gas were the main sources of electricity, each representing 28%. This was distantly followed by oil with 22% and then nuclear power with 17%. Lastly, only 6% of electricity came from hydropower.

However, by 2010, the proportions in the mix had changed considerably. Nuclear power became the major electricity generation source, the proportion of which rose to a staggering 67%. By contrast, the percentage of coal and oil dropped noticeably to the same 13% while that of nuclear gas witnessed the biggest fall, declining to just 4%. Finally, the contribution of hydropower became even smaller, constituting 2%.

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I hate maps in task 1😂

The maps compare how the town of Darwin changed between 2009 and 2014. Overall, there had been a shift towards residential development , with the introduction of several public buildings such as university, more apartment blocks, and green areas. Moreover, despite the apparently significant changes, certain key elements, such as swimming pools, school, and convention center, remained unchanged.

In 2009, industrial areas dominated the town, especially from the South-West to the center. There was a lake in an area surrounded by footpaths, with an industrial area situated to the left, a line of trees to the South and the convention center to the North opposite. Adjacent to the trees were three residential buildings. In addition, there were two main roads in the West and North, forming a junction near the North-West corner of the town, next to which was a school. Finally, two swimming pools and fishing area were located seafront in the East.

By 2014, the town had undergone several changes. The green area now covered the part of the town where the industrial area stood, with a footpath connecting the Western road with the newly built harbor to the East. While a new university building was established in the West, the number of residential buildings in the center doubled. A final change includes the disappearance of the industrial area near the lake as it had been replaced by a smaller swimming pool. Throughout these developments, the town maintained its essential amenities, such as the swimming pools, school, and convention center, which remained in their original locations.


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I sent this song before but here it is again

It’s a tradition to listen to this song once in a while

The pie chart illustrates professional destinations of nursing graduates in the UK in 2009, while the accompanying table provides a breakdown of the various occupations held by these graduates within the health sector. Overall, the vast majority of the graduates chose to work in the health sector. The most popular career choice among them was becoming a hospital nurse, followed by graduates who opted to become midwives and community nurses, but these choices were selected by a smaller proportion of graduates. The other options within this sector were chosen by only a minority of graduates.

Post-graduation options for nursing students were disproportionately distributed among 5 choices. 84% of them ended up working in the health sector, whereas just 8% decided to combine work and study. The shares of the other options were even smaller: 4% remained unemployed, and those who pursued higher education and selected ‘other’ options constituted the same 2% each.

Similar pattern can be observed in the career options of students in the health sector. Hospital nursing emerged as the most popular, attracting nearly 73% of graduates. Naturally, there was a considerable disparity with the next most popular career paths: 12.4% of graduates decided to work as midwives and just over 10% chose to pursue a career a community nurse. Paramedic roles accounted for 1.3% of graduates, and mental nursing represented a mere 0.3%. The remaining 2.7% of graduates ventured into unspecified career options.

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Planning to do my master’s (in teaching/education)

Any university suggestions in Uzbekistan apart from Webster?

This is how people who write motivational quotes about themselves feel

‘I create new enemies everyday, it’s called business’

The moon looks absolutely stunning:)

🌝