ππππππππ ππππ£π ππ πππππππ
πππππ’, πΈ π πππ ππ πππππππ π πππππππ πππππ ππππ πππππππ πππππ’ ππππππ: πππ πππππππππππ ππππππππππ ππ πππππ’ ππ ππππππ.
βπ΅ππππ, πππ'π ππππ ππ πππ ππππππππ ππππ. πππ ππππ πππππππππ πππππππ ππ πππ ππππππ ππ ππππππ ππππππ. ππππ π ππππππππππ πππππππ ππ ππππππ ππππππππππ πππ ππππππππ, ππ πππππππππππ’ ππππππππ π πππππππππ πππππππ’ππ. ππππ ππππππππππ πππππ£πππ ππ ππ‘ππππππ πππ ππππ’ πππ, π ππππ πππ πππππππππππππ’ ππππππ ππππ-ππππ ππππππππ ππππππππππ ππ‘ππππππ.
βππππππππ’, ππππππ ππππππππππ ππ π πππππ ππππππππ ππππππ. πΈπ ππππππππ’ πππππππ πππππππππ ππ πππ πππππππππππππ πππ πππππππ, ππππππππ, ππππππππππππππ πππππ, πππ πππππ πππππππ£πππ. πΌπππππππ, ππππππππππππ’ πππππππ πππππ ππππππ, ππππ π ππππ πππππππππππππ, ππππππππ π ππππ ππππππ‘ ππ πππππππ ππππππππ. ππππ ππππππ πππ πππππππ ππππππ, πππππ ππππππ, πππ πππππππ ππππππππ ππ πππππππ ππππ πππππ ππππππππππ.
π·ππ ππππ, π π ππππππ ππππππ πππ πππππ. πππ πππππππ’ πππππππ ππ πππ πππππππππππππ ππ ππππππ πππππ. π²ππππππ πππππ πππππ ππππ ππππππππ πππππ ππ ππππππ ππππππππππππππ πππππ ππππ ππππ ππππ πππ ππππ πππππππππ ππππππππ, ππππ ππ ππππππππππππ’ πππππππππ πππ πππππππππ ππ’ππππ ππ πππππππππ ππππππππ ππππππ πππππππππ.
βπ΅ππππππππππ, πππππ πππππππ πππ π πππππ ππππππ πππ πππππππππ ππππππππππ πππ ππππππ. πππ πππππππ πππππ ππ ππππππππππππ ππππππππ πππ πππππ ππππππππππ πππππ πππππ ππππππππππππ’, πππππππ ππ ππππππ πππππ’ πππππ π πππππ ππ ππππππ. π°ππππππ πππππ ππ πππ πππππππ ππππππππππππ ππ π πππππ: πππππππ ππππππ ππππ ππππππππ ππ ππππππππππ πππππππ πππ ππππ'π πππππ ππ πππ πππππ’, π ππππ πππππ π πππππ’, πππππππ ππππππ πππ ππππ ππ ππππππππ πππ πππ πππππππ.
βπ΅ππππ, πππ'π ππππ ππ πππ ππππππππ ππππ. πππ ππππ πππππππππ πππππππ ππ πππ ππππππ ππ ππππππ ππππππ. ππππ π ππππππππππ πππππππ ππ ππππππ ππππππππππ πππ ππππππππ, ππ πππππππππππ’ ππππππππ π πππππππππ πππππππ’ππ. ππππ ππππππππππ πππππ£πππ ππ ππ‘ππππππ πππ ππππ’ πππ, π ππππ πππ πππππππππππππ’ ππππππ ππππ-ππππ ππππππππ ππππππππππ ππ‘ππππππ.
βππππππππ’, ππππππ ππππππππππ ππ π πππππ ππππππππ ππππππ. πΈπ ππππππππ’ πππππππ πππππππππ ππ πππ πππππππππππππ πππ πππππππ, ππππππππ, ππππππππππππππ πππππ, πππ πππππ πππππππ£πππ. πΌπππππππ, ππππππππππππ’ πππππππ πππππ ππππππ, ππππ π ππππ πππππππππππππ, ππππππππ π ππππ ππππππ‘ ππ πππππππ ππππππππ. ππππ ππππππ πππ πππππππ ππππππ, πππππ ππππππ, πππ πππππππ ππππππππ ππ πππππππ ππππ πππππ ππππππππππ.
π·ππ ππππ, π π ππππππ ππππππ πππ πππππ. πππ πππππππ’ πππππππ ππ πππ πππππππππππππ ππ ππππππ πππππ. π²ππππππ πππππ πππππ ππππ ππππππππ πππππ ππ ππππππ ππππππππππππππ πππππ ππππ ππππ ππππ πππ ππππ πππππππππ ππππππππ, ππππ ππ ππππππππππππ’ πππππππππ πππ πππππππππ ππ’ππππ ππ πππππππππ ππππππππ ππππππ πππππππππ.
βπ΅ππππππππππ, πππππ πππππππ πππ π πππππ ππππππ πππ πππππππππ ππππππππππ πππ ππππππ. πππ πππππππ πππππ ππ ππππππππππππ ππππππππ πππ πππππ ππππππππππ πππππ πππππ ππππππππππππ’, πππππππ ππ ππππππ πππππ’ πππππ π πππππ ππ ππππππ. π°ππππππ πππππ ππ πππ πππππππ ππππππππππππ ππ π πππππ: πππππππ ππππππ ππππ ππππππππ ππ ππππππππππ πππππππ πππ ππππ'π πππππ ππ πππ πππππ’, π ππππ πππππ π πππππ’, πππππππ ππππππ πππ ππππ ππ ππππππππ πππ πππ πππππππ.
πΌπ’ πππππ’ πππππππ
πππππ’, πΈ π πππ ππ πππππππ π πππππππ πππππ ππππ πππππππ πππππ’ ππππππ: πππ πππππππππππ ππππππππππ ππ πππππ’ ππ ππππππ. βπ΅ππππ, πππ'π ππππ ππ πππ ππππππππ ππππ. πππ ππππ πππππππππ πππππππ ππ πππ ππππππ ππ ππππππ ππππππ. ππππ π ππππππππππ πππππππ ππ ππππππ ππππππππππβ¦
πππππ ππ ππππ πππ’π’ππππππππ ππππ. π΄ππππππ π’πππππ ππππππ πππ’πππ.
ππππππππππ
ππππππππππ
21:08 π
πππππππππ
πππππππππ
ππππππππ πππππ ππππππ. π΄πππ πππππππ πππππππππππ πππππ.
π΄πππππ πππππππ π·πππ πππππππ 3ππ πππππππ
π΄πππππ πππππππ π·πππ πππππππ 3ππ πππππππ
π2
3ππ ππππππππππ
π1
π±ππ£πππ πππππππππ ππππ πππππ
πππππ (π) ππ'π ππππππππππ, ππ'ππππππ
ππππππ (π) ππ'π πππ£πππππ, ππ'π'πππππππ, ππππππππππ
πππππππππ (π, πππ) ππ'π, πππππ πππππππππππππ; ππππππππππ
πππππππππππ (π, πππ) ππ, πππππ πππππππ, ππππππ πππππππ
πππππ (π) ππ'π πππ£πππππ ππππππππ, π'π£πππππππππ (πππππ, ππππππ)
ππππππππππππ (πππ) πππππ πππππππππππ, ππ'ππππππ’, π'π£ππππππππ πππππππ’πππππ
πππππππ (π, π) ππ'π, ππ ππ’πππππππππ, ππππππππππππ; π'π£πππππππππππ πππππ, π’ππππ πππ/π'πππππππ ππππππ πππππ
πππππ’ (π, π) ππ'π, ππ ππππππππ, π’πππππππππ; πππππππ, π’πππππππππ
πππππππππππ (π) ππ'π π’πππππππππππ, πππ£πππππ
πππππππ (π) ππ'π πππ£πππ, π‘πππ ππππππ ππππππ, ππππππππ π'π£πππππππππ
ππ’πππππ (πππ) πππππ πππππππ, ππππ, π'π£πππππππππ
ππππππ (π) ππ'π πππππππ ππππππ, ππππππππ; πππππ πππππ
ππππππ (π) ππ'π πππππππππππ, πππππ’πππππ’πππ ππππππππ
πππππππππ (π, π) ππ'π, ππ ππ'πππ ππππππ; ππ'πππ
ππππππππππ (π) ππ ππππππππππ’π, π’πππππππ
ππππππππππ (πππ) πππππ πππππππππππ, π’πππππππππ ππππππππππ
ππππ (π) ππ'π πππππ πππππ, π’πππππ (ππππ ππ'π’ππππ)
ππππππππ (π) ππ'π ππππππ ππππππ, ππ'ππππ-πππππππππππ
ππππππ (π, πππ) ππ'π, πππππ π’πππππππ; π’ππππ
ππππππ’ (π) ππ'π π'π£πππππππππ, πππ£πππππ ππππππππ
πππππ (πππ) πππππ π’ππππ, ππππππππ, π'ππ’πππππππ’
πππππππ (π) ππ'π πππ'ππ’ππ πππππ πππππ ππππππππ, πππππ πππππ
πππππππππ (π, πππ) ππ, πππππ ππππππππππ, πππππππ’ππ; ππππππππππ, ππππππ ππ'ππππ
ππππππππ (π, π) ππ'π, ππ πππππππππππ, πππππππ ππππππππ; πππππππππππ, ππππππππ’ππ
πππππππ (πππ) πππππ πππππππ, ππππππ, ππππππ (π'π£ππππππ)
ππππππ (π) ππ'π πππππππππππππππππ, πππ£πππππ
ππππππ (π, π) ππ'π, ππ πππππ ππππππ; πππππππ
ππππππ (π) ππ'π ππππππ, ππππππππ ππππππ
ππππππ (π) ππ'π πππ’ππ ππ'πππ πππππππ, ππππππ ππππππ
ππππππππππ (π) ππ πππππππ, πππ π'π£ππππππ
πππππ (π, π) ππ'π, ππ πππππππππ, π'π£πππππππππ; πππππππ, π'π£ππππππ
πππππ (π) ππ'π πππ£πππ, π’ππππ ππππππ, ππ’ππππππ
ππππππ πππ (π πππ) ππ ππ'π ππππππ-πππ (ππππππππ πππππ, ππππππ πππ£ππ’ππ)
ππππππ’ (π, πππ) ππ'π, πππππ ππππππππππππππππππ; ππππππππ, ππππππ’
ππππππππππ (π, π) ππ'π, ππ ππππππππππππ; π'ππππππππ, ππππππππππππππ
πππππππ (π) ππ'π ππ'ππππ-πππππππππππ, ππππππ ππππππ
ππ ππππ (π, π) ππ'π, ππ ππππππππππππ, π’πππππ/π'πππππππ (πππππ); πππππ, πππππ, πππππππππππ
πππππππππ (π) ππ'π π'π£πππππππππ, ππππππππ’ π'π£πππππππππ
πππππ (π) ππ πππππ, π’π'ππππππ, ππππ
πππππππ (πππ) πππππ πππ π‘ππ, π’πππππ
ππππππ (π) ππ'π πππ£πππππ, ππ'π'πππππππ, ππππππππππ
πππππππππ (π, πππ) ππ'π, πππππ πππππππππππππ; ππππππππππ
πππππππππππ (π, πππ) ππ, πππππ πππππππ, ππππππ πππππππ
πππππ (π) ππ'π πππ£πππππ ππππππππ, π'π£πππππππππ (πππππ, ππππππ)
ππππππππππππ (πππ) πππππ πππππππππππ, ππ'ππππππ’, π'π£ππππππππ πππππππ’πππππ
πππππππ (π, π) ππ'π, ππ ππ’πππππππππ, ππππππππππππ; π'π£πππππππππππ πππππ, π’ππππ πππ/π'πππππππ ππππππ πππππ
πππππ’ (π, π) ππ'π, ππ ππππππππ, π’πππππππππ; πππππππ, π’πππππππππ
πππππππππππ (π) ππ'π π’πππππππππππ, πππ£πππππ
πππππππ (π) ππ'π πππ£πππ, π‘πππ ππππππ ππππππ, ππππππππ π'π£πππππππππ
ππ’πππππ (πππ) πππππ πππππππ, ππππ, π'π£πππππππππ
ππππππ (π) ππ'π πππππππ ππππππ, ππππππππ; πππππ πππππ
ππππππ (π) ππ'π πππππππππππ, πππππ’πππππ’πππ ππππππππ
πππππππππ (π, π) ππ'π, ππ ππ'πππ ππππππ; ππ'πππ
ππππππππππ (π) ππ ππππππππππ’π, π’πππππππ
ππππππππππ (πππ) πππππ πππππππππππ, π’πππππππππ ππππππππππ
ππππ (π) ππ'π πππππ πππππ, π’πππππ (ππππ ππ'π’ππππ)
ππππππππ (π) ππ'π ππππππ ππππππ, ππ'ππππ-πππππππππππ
ππππππ (π, πππ) ππ'π, πππππ π’πππππππ; π’ππππ
ππππππ’ (π) ππ'π π'π£πππππππππ, πππ£πππππ ππππππππ
πππππ (πππ) πππππ π’ππππ, ππππππππ, π'ππ’πππππππ’
πππππππ (π) ππ'π πππ'ππ’ππ πππππ πππππ ππππππππ, πππππ πππππ
πππππππππ (π, πππ) ππ, πππππ ππππππππππ, πππππππ’ππ; ππππππππππ, ππππππ ππ'ππππ
ππππππππ (π, π) ππ'π, ππ πππππππππππ, πππππππ ππππππππ; πππππππππππ, ππππππππ’ππ
πππππππ (πππ) πππππ πππππππ, ππππππ, ππππππ (π'π£ππππππ)
ππππππ (π) ππ'π πππππππππππππππππ, πππ£πππππ
ππππππ (π, π) ππ'π, ππ πππππ ππππππ; πππππππ
ππππππ (π) ππ'π ππππππ, ππππππππ ππππππ
ππππππ (π) ππ'π πππ’ππ ππ'πππ πππππππ, ππππππ ππππππ
ππππππππππ (π) ππ πππππππ, πππ π'π£ππππππ
πππππ (π, π) ππ'π, ππ πππππππππ, π'π£πππππππππ; πππππππ, π'π£ππππππ
πππππ (π) ππ'π πππ£πππ, π’ππππ ππππππ, ππ’ππππππ
ππππππ πππ (π πππ) ππ ππ'π ππππππ-πππ (ππππππππ πππππ, ππππππ πππ£ππ’ππ)
ππππππ’ (π, πππ) ππ'π, πππππ ππππππππππππππππππ; ππππππππ, ππππππ’
ππππππππππ (π, π) ππ'π, ππ ππππππππππππ; π'ππππππππ, ππππππππππππππ
πππππππ (π) ππ'π ππ'ππππ-πππππππππππ, ππππππ ππππππ
ππ ππππ (π, π) ππ'π, ππ ππππππππππππ, π’πππππ/π'πππππππ (πππππ); πππππ, πππππ, πππππππππππ
πππππππππ (π) ππ'π π'π£πππππππππ, ππππππππ’ π'π£πππππππππ
πππππ (π) ππ πππππ, π’π'ππππππ, ππππ
πππππππ (πππ) πππππ πππ π‘ππ, π’πππππ
β€2
π
π π'ππππππ ππππ ππππ’ππππππ π£ππ πππ π
πΌπ’ πππππ’ πππππππ
μλ
μ¬λ¬λΆ
πΊππππ’ππππππ ππππππ’πππππ πππ£ππππ πππ πππ£ ππππ πππ π’ππ£ππππππ ππππππ. ππ πππππ πππππππ π’πππ ππππππ
π3
Soat 4 da turganman va essay yozb boldim
π1
Some people think young and adult criminals should be treated in the same way by the authorities. I disagree with this idea because young people are not as mature as adults and they can still change their behavior.
First of all, young people do not fully understand what they are doing. Many teenagers commit crimes because of peer pressure or because they do not think about the future. If they get a chance to learn and improve, they can become better people. Sending them to prison like adults may destroy their future and make them worse.
Secondly, the main goal of the justice system for young people should be education, not punishment. For example, they can take part in community service, training, or counseling programs. These activities help them understand their mistakes and avoid crime in the future.
Of course, in very serious cases like murder, young criminals should still face strong punishment. But in most cases, helping them change is better for society.
In conclusion, I believe young and adult criminals should not be treated the same. Young people need a chance to learn and improve instead of being punished like adults.
First of all, young people do not fully understand what they are doing. Many teenagers commit crimes because of peer pressure or because they do not think about the future. If they get a chance to learn and improve, they can become better people. Sending them to prison like adults may destroy their future and make them worse.
Secondly, the main goal of the justice system for young people should be education, not punishment. For example, they can take part in community service, training, or counseling programs. These activities help them understand their mistakes and avoid crime in the future.
Of course, in very serious cases like murder, young criminals should still face strong punishment. But in most cases, helping them change is better for society.
In conclusion, I believe young and adult criminals should not be treated the same. Young people need a chance to learn and improve instead of being punished like adults.
πΌπ’ πππππ’ πππππππ
Some people think young and adult criminals should be treated in the same way by the authorities. I disagree with this idea because young people are not as mature as adults and they can still change their behavior. First of all, young people do not fullyβ¦
π TASK 2: Some people argue young people and adult criminals should treated in the same way by the authorities. To what extent do you agree or disagree?
β€2
The diagram shows how lead is produced from rock. Overall, there are eight steps, starting with mining the rock and finishing with casting the final lead.
First, rock that contains lead is taken from the ground using large trucks. After that, the rock is transported to a factory. In the factory, the rock is crushed into small pieces with the help of water.
Next, the crushed rock is mixed with water and pine oil in a tank. After mixing, the material goes through a filtering stage to remove unwanted parts. In the following step, the mixture is heated to a very high temperature, about 1400Β°C, to refine the lead. During this stage, waste gas comes out, and other metals are separated.
After refining, the metal is placed into a kettle where the remaining waste metals are removed. In the final step, the pure lead is cast into solid shapes.
In summary, the process includes mining, transporting, crushing, mixing, filtering, heating, separating, and finally casting the lead.
First, rock that contains lead is taken from the ground using large trucks. After that, the rock is transported to a factory. In the factory, the rock is crushed into small pieces with the help of water.
Next, the crushed rock is mixed with water and pine oil in a tank. After mixing, the material goes through a filtering stage to remove unwanted parts. In the following step, the mixture is heated to a very high temperature, about 1400Β°C, to refine the lead. During this stage, waste gas comes out, and other metals are separated.
After refining, the metal is placed into a kettle where the remaining waste metals are removed. In the final step, the pure lead is cast into solid shapes.
In summary, the process includes mining, transporting, crushing, mixing, filtering, heating, separating, and finally casting the lead.
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The line graph illustrates how many international students from Asia, Africa, Europe and North America studied at a UK university between 1995 and 2015.
Overall, the number of Asian students increased sharply and became the highest by the end of the period. African student numbers remained low. European and North American figures stayed more stable.
In 1995, Asia had the largest group with around 60 students and this number rose steadily to about 120 in 2015. Europe started with roughly 50 students and showed small fluctuations, ending at around the same level. North America remained stable at about 40 students in the early years but dropped slightly in 2005 before rising to around 70 in 2015.
Meanwhile, Africa had the lowest numbers throughout the period. It stayed close to 20 students until 2005, increased to 30 in 2010, and then fell back to around 20 by 2015.
Overall, the number of Asian students increased sharply and became the highest by the end of the period. African student numbers remained low. European and North American figures stayed more stable.
In 1995, Asia had the largest group with around 60 students and this number rose steadily to about 120 in 2015. Europe started with roughly 50 students and showed small fluctuations, ending at around the same level. North America remained stable at about 40 students in the early years but dropped slightly in 2005 before rising to around 70 in 2015.
Meanwhile, Africa had the lowest numbers throughout the period. It stayed close to 20 students until 2005, increased to 30 in 2010, and then fell back to around 20 by 2015.
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