Once upon a time, there was a small village that was known for its delicious pizza.

The villagers were very proud of their pizza, and they took great care in making it.

They used only the freshest ingredients, and they took their time to make sure that the pizza was cooked perfectly.

One day, a stranger came to the village.

He was a traveler from a faraway land, and he had heard stories about the village's pizza.

He was eager to try it, and he was not disappointed.

The pizza was delicious, and the stranger was so impressed that he decided to stay in the village for a while.

The stranger learned a lot about the village while he was there.

He learned about the people's history, their culture, and their way of life.

He also learned about the importance of pizza in the village.

Pizza was more than just a food to the villagers; it was a symbol of their culture and their heritage.

The stranger was honored to be a part of the village, and he learned a lot about the importance of tradition and community.

𑢶𑣂𑣅𑣑 𑣞𑣉𑣖𑣅 𑣜𑣈𑣅𑣄 𑣌𑣎𑣂, 𑢶𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣊 𑣚𑣈𑣌𑣓 𑣙𑣕𑣃 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣞𑣂𑣗𑣂𑣚 𑣘𑣂𑣎𑣎𑣁 𑣚𑣋𑣂𑣑 𑣇𑣖𑣂𑣅𑣁 𑣌𑣓𑣁.

𑢹𑣕𑣃 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣁𑣘𑣓𑣄 𑣘𑣂𑣎𑣎𑣁 𑣜𑣈 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣗 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣓𑣈𑣅𑣁 𑣈𑣞𑣃 𑣙𑣃𑣞𑣂𑣅𑣜 𑣕𑣈𑣌𑣉 𑣗𑣆 𑣌𑣈𑣑𑣁.

𑢡𑣌𑣉 𑣞𑣃𑣖𑣀 𑣕𑣁𑣎𑣁 𑣞𑣁𑣖𑣁𑣓 𑣌𑣉 𑣘𑣆𑣒𑣂 𑣜𑣈𑣌𑣉 𑣁𑣋𑣃 𑣌𑣈𑣑𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣁𑣌𑣉 𑣓𑣈𑣅𑣁 𑣖𑣓𑣁𑣕𑣂𑣊 𑣜𑣈 𑣞𑣉𑣖𑣅 𑣌𑣉 𑣆𑣑 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣘𑣂𑣎𑣎𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣆𑣞𑣂𑣓𑣁 𑣌𑣓𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑢶𑣂𑣅𑣑 𑣌𑣁 𑣁𑣒𑣌𑣜 𑣕𑣑 𑣙𑣉𑣉 𑣙𑣕𑣃 𑣕𑣈𑣄 𑣙𑣃𑣎𑣃 𑣚𑣈𑣓𑣁.

𑢨 𑣞𑣀𑣋𑣂𑣓 𑣔𑣂𑣝𑣃𑣖 𑣁𑣅 𑣕𑣈𑣄 𑣙𑣃𑣎𑣃𑣄 𑣁𑣌𑣓 𑣖𑣂𑣅𑣑 𑣞𑣈𑣓𑣈𑣓 𑣙𑣉𑣉 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣙𑣕𑣃 𑣜𑣈𑣅𑣄 𑣘𑣂𑣎𑣎𑣁 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣌𑣁𑣁𑣓𑣂 𑣌𑣉𑣄 𑣁𑣅𑣃𑣖𑣁 𑣌𑣑𑣁.

𑢨 𑣓𑣈𑣅𑣁 𑣎𑣉𑣖𑣈 𑣚𑣋𑣂𑣑𑣄 𑣜𑣁𑣀𑣞𑣁𑣉𑣄 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣉𑣛𑣉𑣄 𑢨 𑣌𑣁'𑣈 𑣔𑣃𑣌𑣃 𑣅𑣓𑣁.

𑢸𑣂𑣎𑣎𑣁 𑣞𑣂𑣗𑣂𑣚 𑣋𑣈 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓 𑣙𑣉𑣉 𑣆𑣖𑣂𑣓𑣄 𑣜𑣁𑣀𑣞𑣁 𑣅𑣓𑣁 𑣏𑣂 𑣎𑣉𑣌𑣁 𑣔𑣂𑣓 𑣚𑣋𑣂𑣑 𑣙𑣕𑣃 𑣜𑣈 𑣗𑣞𑣁𑣓 𑣕𑣈𑣅𑣄 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣁.

𑢨𑣓𑣕𑣄 𑣜𑣈 𑣕𑣆𑣅𑣁 𑣌𑣓𑣕𑣈 𑣈𑣓 𑣙𑣉𑣉 𑣙𑣕𑣃 𑣜𑣈𑣅𑣄 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣕𑣉 𑣌𑣈𑣑𑣁.

𑢡𑣌𑣂𑣊 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣙𑣂𑣕𑣁𑣙𑣞𑣁, 𑣁𑣌𑣉'𑣄 𑣞𑣞𑣀𑣌𑣂𑣜 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣉 𑣁𑣓𑣁𑣞𑣃𑣚 𑣕𑣓𑣁 𑣓𑣈𑣓 𑣗𑣂𑣅𑣉𑣜 𑣜𑣈𑣄 𑣈𑣕𑣉 𑣌𑣈𑣑𑣁.

𑢡𑣌𑣂𑣊 𑣙𑣕𑣃 𑣜𑣈 𑣘𑣂𑣎𑣎𑣁 𑣜𑣈𑣅𑣄 𑣖𑣖𑣜𑣀 𑣋𑣉𑣓𑣊 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈𑣅𑣉𑣙𑣄 𑣁𑣒𑣌𑣜 𑣌𑣈𑣑𑣁.

𑢸𑣎𑣎𑣁 𑣙𑣕𑣃 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣞𑣃𑣖𑣀 𑣖𑣂𑣅𑣑 𑣎𑣉𑣖𑣄 𑣕𑣈 𑣚𑣓𑣀 𑣖𑣜𑣀 𑣎𑣂𑣓𑣂𑣝 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣓𑣈𑣅𑣁 𑣁𑣌𑣉'𑣄 𑣞𑣞𑣀𑣌𑣂𑣜 𑣉𑣛𑣉𑣄 𑣎𑣂𑣅𑣁 𑣕𑣕𑣁 𑣌𑣉'𑣄 𑣇𑣓𑣃𑣜𑣃𑣖 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨𑣓 𑣙𑣉𑣉 𑣙𑣕𑣃 𑣜𑣈𑣓 𑣙𑣋𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣖𑣁𑣁𑣓 𑣖𑣓𑣁𑣕𑣂𑣊𑣄 𑣓𑣖 𑣌𑣈𑣑𑣁, 𑣉𑣀𑣑𑣉𑣄 𑢨 𑣔𑣉𑣝𑣕𑣃𑣜 𑣁𑣜 𑣋𑣃𑣒𑣂 𑣜𑣈𑣅𑣄 𑣖𑣖𑣜𑣀 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣈𑣞𑣃𑣄 𑣘𑣃𑣜𑣄 𑣈𑣕𑣉 𑣌𑣈𑣑𑣁.


Hey man, have you heard about the new artificial intelligence that can express emotions like a human being?

I mean, it's not like it's really sentient or anything, but it's still pretty impressive.

I think it could have a lot of applications in the future, like for customer service or even in the military.

The fact that terrorists could use this technology to spread their propaganda and recruit new members.

I mean, imagine if they could create videos that looked and sounded like they were made by real people, but were actually just being generated by a computer.

That would be really hard to detect, and it could be used to spread all kinds of lies and hate speech.

I'm not saying that we should ban artificial intelligence or anything, but we definitely need to be aware of the potential risks.

We need to make sure that this technology is used for good, and not for evil.

𑢡𑣜𑣈 𑣖𑣁𑣓𑣃𑣙𑣁 , 𑣁𑣗𑣈𑣓𑣁𑣄 𑣓𑣁𑣖𑣁 𑣁𑣜𑣒𑣂𑣘𑣂𑣞𑣂𑣅𑣁𑣚 𑣆𑣓𑣒𑣈𑣚𑣂𑣎𑣈𑣓𑣒 𑣗𑣂𑣞𑣉𑣅𑣈 𑣕𑣈 𑣁𑣙𑣃𑣖𑣈 𑣌𑣈𑣑𑣈𑣌𑣉 𑣉𑣌𑣃𑣓𑣁 𑣏𑣂 𑣙𑣉𑣛 𑣚𑣈𑣚𑣁 𑣟𑣛𑣃𑣁 𑣞𑣁𑣖𑣁𑣓𑣁𑣀 𑣔𑣆𑣙𑣈𑣄 𑣏𑣂? .

𑣓𑣈𑣓 𑢸𑣁𑣋𑣉𑣛 ,𑣒𑣂𑣌? .

𑣁𑣍𑣁𑣄 𑣉𑣜𑣕𑣉 , 𑣓𑣂𑣓𑣁 𑣞𑣁𑣜𑣂𑣕𑣈𑣜𑣈 𑣞𑣉𑣖𑣗𑣈𑣔𑣉𑣓 𑣞𑣂𑣚 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣆𑣒𑣁𑣄 𑣚𑣈𑣌𑣁𑣓 𑣋𑣂𑣓𑣂𑣝 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣓𑣁 𑣓𑣁𑣄 𑣎𑣉𑣍 𑣞𑣃𑣜𑣋𑣁𑣛𑣉 𑣘𑣉𑣜𑣗𑣁𑣗 𑣞𑣁𑣛𑣂 𑣋𑣂𑣅𑣁 .

𑣁𑣍 𑣟𑣛𑣃𑣄 𑣕𑣈𑣓𑣈 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣓 𑣔𑣈𑣚𑣁𑣊 𑣜𑣈 𑣞𑣂𑣗𑣁 𑣚𑣁𑣋𑣂𑣑 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣖𑣂𑣚𑣂𑣒𑣁𑣜𑣂 𑣜𑣈 𑣜𑣈𑣅𑣉 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣔𑣆𑣙𑣉𑣙𑣁𑣄 .

𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣈𑣓 𑣁𑣔𑣁𑣓𑣁𑣗𑣈𑣓 𑣞𑣁𑣜𑣂𑣕𑣈 𑣜𑣈𑣔𑣉 𑣗𑣉𑣜𑣉 𑣟𑣛𑣃𑣄 𑣔𑣉 𑣏𑣂𑣓𑣁𑣄?

𑣁𑣕𑣉𑣀𑣌𑣉 𑣗𑣁𑣔𑣂 𑣁𑣌𑣉𑣙𑣁𑣄 𑣓𑣂𑣕𑣈𑣜 𑣗𑣂𑣓𑣕𑣂𑣜 𑣌𑣈𑣕𑣈 𑣓𑣁𑣖𑣁 𑣞𑣉𑣔𑣞𑣉𑣅𑣉 𑣓𑣂𑣎𑣃𑣌𑣕𑣂 𑣈𑣖 𑣚𑣁𑣋𑣂𑣑 𑣓𑣈𑣓 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣎𑣂 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣌𑣉 𑣗𑣆𑣔𑣆𑣙𑣈𑣄.

𑣁𑣍 𑣉𑣜𑣕𑣉 𑣙𑣉𑣗𑣁𑣙 𑣕𑣁𑣓𑣁 , 𑣌𑣉𑣛𑣉𑣘𑣉𑣓𑣁𑣅𑣈 𑣘𑣈𑣏𑣂 𑣁𑣌𑣉 𑣗𑣂𑣑𑣂𑣉 𑣗𑣆𑣙𑣈 𑣌𑣈𑣑𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣜𑣂 𑣙𑣉𑣉 𑣚𑣂𑣌𑣁 𑣓𑣈𑣚𑣉𑣄 𑣗𑣂𑣑𑣂𑣙𑣉 𑣌𑣉 𑣗𑣆𑣔𑣂𑣙𑣈 𑣖𑣈𑣓𑣔𑣉 𑣞𑣁𑣜𑣂𑣕𑣑 𑣜𑣈𑣔𑣉 𑣖𑣂𑣓𑣑𑣉 𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣗𑣆𑣚𑣂𑣑𑣁 .

𑣈𑣓𑣁 𑣟𑣜𑣃𑣖𑣈 𑣚𑣁𑣋𑣂𑣑 𑣞𑣁𑣜𑣂𑣕𑣈 𑣈𑣞𑣃 𑣌𑣉𑣞𑣉𑣒𑣉 𑣙𑣁𑣗𑣁𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣚𑣂𑣌𑣁𑣓 𑣏𑣁𑣌𑣁𑣑 𑣉𑣓𑣑𑣉𑣄 𑣙𑣂𑣚𑣈 𑣎𑣁𑣋𑣁𑣜 𑣓𑣂𑣕𑣂𑣜𑣈 𑣚𑣁𑣋𑣂𑣑 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣙𑣁.

𑣁𑣍 𑣌𑣁𑣎𑣂𑣕𑣈𑣓𑣈 𑣏𑣂 𑣁𑣗𑣃 𑣁𑣒𑣂𑣘𑣂𑣞𑣂𑣅𑣁𑣚 𑣆𑣓𑣒𑣈𑣚𑣂𑣎𑣈𑣀𑣓𑣒 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣆𑣒𑣁𑣄 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣖𑣁𑣓𑣁 𑣅𑣁𑣗𑣃, 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓𑣁𑣜𑣂𑣅𑣁 𑣖𑣃𑣞𑣌𑣂𑣚 𑣗𑣂𑣞𑣉𑣅𑣈 𑣕𑣈 𑣁𑣘𑣁𑣔𑣁𑣄 𑣌𑣁𑣓𑣉𑣄 𑣜𑣈𑣅𑣁 𑣁𑣗𑣉𑣞𑣉𑣌𑣂𑣅𑣉.

𑣁𑣗𑣃 𑣌𑣉 𑣓𑣂𑣞𑣏𑣂𑣕𑣗𑣃 𑣗𑣆𑣕𑣈𑣗𑣃 𑣙𑣉𑣗𑣁𑣙𑣁 𑣏𑣂 𑣓𑣈𑣓 𑣒𑣈𑣌𑣓𑣉𑣚𑣎𑣂 𑣔𑣉 𑣗𑣃𑣋𑣂𑣓 𑣚𑣁𑣋𑣂𑣑 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣙𑣉𑣗𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁𑣜𑣁𑣗 𑣚𑣁𑣋𑣂𑣑 𑣔𑣉 𑣗𑣁𑣓𑣉𑣋𑣈 .

𑣎𑣁𑣓𑣁𑣄 𑣙𑣉𑣗𑣁𑣓 ,𑣆𑣓𑣁𑣔𑣉 𑣁𑣍 𑣗𑣁𑣜𑣂𑣅𑣈 𑣞𑣈𑣓𑣒𑣈.


"Have you ever climbed a mountain?" I asked my students.

"It's an amazing feeling to stand on top of the world, looking down at everything below you.

The air is thin and crisp, the sun is shining, and the view is breathtaking.

You have to be physically fit and mentally tough to make it to the top.

I remember the first time I climbed a mountain.

It was in November, and the weather was cold and windy.

I had to stop every few minutes to catch my breath.

But I kept going, and eventually I reached the summit.

𑢯𑣈𑣓𑣄 𑢶 𑣖𑣂𑣞𑣁 𑣜𑣈𑣅𑣉𑣙 𑣎𑣁𑣓 𑢷𑣃𑣜𑣃 𑣜𑣈𑣖 𑣔𑣈𑣄 𑣁𑣌𑣓𑣁? 𑢡𑣍 𑣁𑣍'𑣄 𑣘𑣁𑣒𑣃𑣁𑣙 𑣌𑣉𑣍 𑣌𑣃𑣚𑣂 𑣌𑣈𑣑 𑣌𑣉𑣁.

𑢴𑣂𑣞𑣃𑣖 𑣏𑣃𑣒𑣂 𑣜𑣈 𑣕𑣂𑣊𑣋𑣃𑣁 𑣌𑣓 𑣕𑣈, 𑣁𑣘𑣓𑣄 𑣚𑣕𑣜 𑣜𑣈𑣅 𑣞𑣗𑣈𑣓 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉 𑣓𑣈𑣚 𑣖𑣂𑣅𑣑 𑣋𑣂𑣞𑣂𑣜 𑣋𑣖𑣀𑣁𑣓 𑣏𑣂𑣓𑣂𑣜𑣋𑣚 𑣕𑣓𑣁.

𑢹𑣉𑣅𑣉 𑣈𑣕𑣀 𑣉𑣛𑣉𑣄 𑣌𑣃𑣜𑣌𑣃𑣜𑣁 𑣋𑣈𑣅𑣁, 𑢾𑣂𑣀𑣋𑣂 𑣕𑣃𑣜𑣕𑣀 𑣕𑣓𑣁, 𑣉𑣛𑣉𑣄 𑣓𑣈𑣓𑣈𑣚 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁 𑣋𑣈𑣅𑣁.

𑢶𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣈𑣞𑣃 𑣁𑣀𑣒𑣉 𑣘𑣆𑣒𑣂𑣅𑣉 𑣕𑣓𑣁.

𑢯𑣈𑣕𑣓 𑣏𑣃𑣒𑣂 𑣜𑣌𑣗 𑣚𑣋𑣂𑣑 𑣗𑣁𑣗𑣈𑣓 𑣌𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉𑣛𑣖𑣉 𑣙𑣉𑣗𑣁𑣉𑣄 𑣕𑣈𑣅𑣄 𑣔𑣉𑣜𑣌𑣜𑣁 𑣉𑣛𑣉𑣄 𑣖𑣉𑣓 𑣆𑣒𑣂𑣊𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣍 𑣇𑣛𑣃𑣄 𑣕𑣑𑣁 𑣁𑣍 𑣘𑣆𑣚 𑣗𑣁𑣜 𑣎𑣁𑣓 𑣗𑣃𑣜𑣃𑣍 𑣔𑣈𑣄 𑣚𑣈𑣓𑣁.

𑢨𑣓𑣁 𑣓𑣗𑣁𑣖𑣗𑣁𑣜 𑣜𑣈𑣅𑣄 𑣏𑣁𑣀𑣑𑣃𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣜𑣗𑣀 𑣁𑣜 𑣙𑣉𑣅𑣉 𑣌𑣈𑣛𑣈 𑣕𑣈 𑣞𑣈𑣞𑣈𑣓 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢡𑣍𑣌𑣈 𑣞𑣅𑣑𑣈 𑣚𑣋𑣂𑣑 𑣎𑣉𑣌𑣁 𑣎𑣉𑣌𑣁 𑣖𑣂𑣓𑣒 𑣜𑣈 𑣕𑣂𑣊𑣋𑣃𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁𑣉𑣄 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨𑣓 𑣜𑣈𑣅𑣉𑣙 𑣁𑣍 𑣞𑣈𑣓𑣁 𑣌𑣑 𑣋𑣈𑣅𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣂𑣜 𑣏𑣃𑣒𑣂𑣍 𑣗𑣈𑣒𑣁 𑣌𑣈𑣑𑣁.

𑢳𑣈𑣅𑣁 𑣌𑣂𑣅𑣑 𑣌𑣁 𑣜𑣂𑣊 𑣔𑣆𑣅𑣉𑣄 𑣚𑣈𑣌𑣓 𑣁𑣓𑣒𑣌𑣜 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢡𑣍 𑣈𑣓𑣌𑣍 𑣁𑣒𑣌𑣜 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣍 𑣞𑣗𑣈𑣓𑣄𑣛𑣍 𑣘𑣆𑣒𑣂 𑣔𑣆𑣅𑣁.


Dear Sonya, I hope this letter finds you well.

I am writing to you from our family farm, where the harvest has been good this year.

We are grateful for the bountiful crops, and we are working hard to ensure that they are distributed to those who need them most.

As you know, food production is a complex issue.

There are many factors that contribute to the rate at which food is produced, including the availability of land, water, and other resources.

In recent years, the global population has been growing rapidly, which has put a strain on our ability to produce enough food to meet the demand.

One way to address this challenge is to build sustainable food systems.

Sustainable food systems are those that are able to meet the needs of the present without compromising the ability of future generations to meet their own needs.

This means that sustainable food systems must be environmentally sound, economically viable, and socially just.

Here on our farm, we are working to build a sustainable food system by using organic farming practices, conserving water, and reducing our carbon footprint.

We are also working to connect with local consumers so that we can sell our produce directly to them.

𑢴𑣃𑣚𑣈𑣛 𑣞𑣉𑣓𑣂𑣅𑣁 , 𑣁𑣍 𑣌𑣉𑣎𑣁𑣜 𑣕𑣁𑣓𑣁𑣏𑣂 𑣓𑣈𑣓 𑣁𑣜𑣔𑣁𑣞 𑣞𑣁𑣌𑣁𑣖 𑣈𑣞𑣃𑣕𑣈 𑣞𑣃𑣌𑣃𑣙𑣈𑣗𑣂𑣓𑣁.

𑣁𑣓𑣚𑣂𑣍 𑣁𑣚𑣈𑣄𑣁 𑣉𑣙𑣁𑣄 𑣙𑣉𑣉 𑣘𑣁𑣙𑣈𑣕𑣈 𑣚𑣂𑣍 𑣉𑣚𑣁𑣗𑣈𑣓 𑣕𑣓𑣁,𑣉𑣌𑣉𑣓𑣜𑣈𑣏𑣂 𑣓𑣈𑣓 𑣞𑣂𑣜𑣖𑣈 𑣏𑣁𑣙𑣁𑣞𑣉 𑣗𑣁𑣐𑣂𑣙𑣈 𑣙𑣉𑣗𑣁𑣌𑣁𑣓𑣁.

𑣁𑣚𑣈 𑣕𑣁𑣓𑣕𑣁𑣜𑣁 𑣘𑣈𑣜𑣈𑣄 𑣚𑣁𑣋𑣂𑣑,𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣈 𑣎𑣁𑣚𑣂𑣌𑣁𑣙𑣈 𑣕𑣈𑣜𑣈𑣙𑣉 𑣌𑣈𑣒𑣈𑣚𑣈 𑣘𑣆𑣒𑣂 𑣌𑣂𑣓𑣁 𑣏𑣂 𑣎𑣉𑣖𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣙𑣈𑣕𑣈 𑣜𑣈𑣀𑣋𑣈 𑣕𑣁𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣙𑣁𑣒𑣂𑣀𑣋𑣙𑣁.

𑣁𑣗𑣈𑣓 𑣁𑣔𑣁𑣓𑣁𑣏𑣂𑣗𑣈𑣓 𑣎𑣉𑣖𑣁𑣄 𑣗𑣁𑣓𑣁𑣌 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣖𑣁𑣜𑣁𑣀 𑣈𑣑𑣌𑣈𑣒𑣈𑣐𑣈 𑣕𑣁𑣓𑣁 .

𑣓𑣉𑣖𑣁𑣄 𑣗𑣁𑣓𑣆 𑣜𑣈 𑣈𑣞𑣃 𑣌𑣁𑣜𑣉𑣓 𑣞𑣁𑣖𑣁𑣓𑣁𑣀𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣉𑣌𑣉𑣓𑣜𑣈𑣏𑣂 𑣙𑣁𑣞𑣁 ,𑣔𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣌𑣁𑣓 𑣘𑣈𑣛𑣈𑣄 𑣌𑣉 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣁𑣄.

𑣓𑣈𑣓 𑣏𑣂𑣖𑣂𑣓𑣂𑣀 𑣞𑣂𑣜𑣖𑣈 𑣌𑣉𑣜𑣈 ,𑢵 𑣙𑣉𑣛 𑣚𑣁𑣓𑣁𑣄 𑣈𑣞𑣃 𑣌𑣈𑣛𑣈𑣄 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 ,𑣉𑣌𑣃𑣓𑣁𑣏𑣂 𑣎𑣉𑣖𑣁𑣄 𑣙𑣁𑣜𑣉𑣗𑣈 𑣚𑣁𑣋𑣂𑣑 𑣎𑣉𑣖𑣁𑣄 𑣗𑣁𑣓𑣆 𑣘𑣈𑣄 𑣚𑣁𑣋𑣂𑣑 𑣉𑣕𑣁 𑣆𑣅𑣃𑣂𑣕𑣈𑣓𑣈.

𑣓𑣈𑣓 𑣜𑣈𑣀𑣋𑣈𑣄 𑣞𑣁𑣖𑣁𑣓𑣁𑣀𑣋𑣈 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣅𑣈𑣑 𑣙𑣉𑣜𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣎𑣉𑣎𑣁𑣖𑣁𑣄 𑣜𑣁𑣌𑣁 𑣗𑣃 𑣗𑣆𑣙𑣈.

𑣎𑣉𑣖𑣁𑣄 𑣜𑣁𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣓 𑣔𑣂𑣚𑣁𑣀 𑣜𑣈 𑣁𑣘𑣁𑣓𑣁𑣜𑣁𑣄 𑣌𑣉𑣎𑣁𑣜 𑣘𑣈𑣜𑣈𑣄 𑣚𑣁𑣋𑣂𑣑 𑣘𑣈𑣛𑣈𑣄 𑣚𑣉𑣉𑣄 𑣎𑣁𑣚𑣂𑣌𑣁𑣓 𑣌𑣁𑣘𑣆𑣒𑣂 𑣕𑣈 𑣓𑣃𑣂𑣚𑣁𑣄 𑣌𑣉𑣎𑣁𑣜 𑣗𑣃 𑣘𑣈𑣜𑣈𑣄 𑣔𑣆𑣙𑣈𑣘𑣈.

𑣓𑣈𑣓 𑣜𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣎𑣉𑣖𑣁𑣄 𑣜𑣁𑣌𑣁 𑣗𑣁𑣓𑣆 𑣝𑣂𑣜𑣎𑣉𑣓 𑣈𑣓𑣈𑣖 𑣚𑣈𑣌𑣁𑣕𑣈 𑣘𑣈𑣄 ,𑣌𑣁𑣜𑣏𑣁 𑣚𑣈𑣌𑣁𑣕𑣞 𑣙𑣉𑣗𑣁𑣔𑣂𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣉𑣖𑣁𑣎 𑣚𑣈𑣌𑣁𑣕𑣈 𑣓𑣁𑣖𑣘𑣈𑣜𑣈𑣄 𑣙𑣉𑣗𑣁 𑣋𑣉𑣜𑣉𑣎.

𑣓𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣁𑣚𑣈𑣄𑣁 𑣏𑣁𑣙𑣝𑣜𑣈 ,𑣁𑣚𑣈 𑣏𑣁𑣙𑣁𑣝 𑣘𑣆𑣒𑣂𑣜𑣈 𑣏𑣁𑣝𑣉 𑣋𑣂𑣓𑣂𑣝 𑣕𑣈 ,𑣔𑣁𑣄 𑣜𑣁𑣌𑣁 𑣌𑣈𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃𑣙𑣈𑣄 𑣌𑣁𑣜𑣗𑣉𑣓 𑣕𑣁𑣚𑣌𑣁 𑣏𑣂𑣓 𑣌𑣉 𑣖𑣃𑣏𑣈𑣑 𑣌𑣈𑣕𑣈 𑣖𑣂𑣅𑣈𑣑 𑣎𑣁𑣖𑣁𑣄 𑣜𑣁𑣌𑣁 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣚𑣈 𑣘𑣆𑣒𑣂𑣕𑣈𑣓𑣈.

𑣁𑣚𑣈 𑣙𑣁𑣕𑣃 𑣙𑣉𑣉 𑣌𑣉𑣚𑣉𑣄 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣌𑣈𑣕𑣈 𑣚𑣈 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣚𑣉𑣚𑣈 𑣘𑣆𑣒𑣂 𑣕𑣈𑣓𑣈 𑣉𑣌𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈𑣏𑣂 𑣁𑣚𑣈 𑣉𑣚𑣈𑣄 𑣉𑣓𑣉𑣚𑣄 𑣞𑣁𑣖𑣉𑣋𑣂𑣜𑣂 𑣌𑣉 𑣁𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣁𑣌𑣁𑣜𑣂𑣀 𑣔𑣆𑣙𑣈𑣚𑣈.


Susan, It's an honor to be writing to you.

I've been a fan of your work for decades, and I'm particularly interested in your writing on depression.

I'm wondering if you could share your thoughts on the different applications of the term "depression," and how it's changed over the past few decades.

I think it's important to start by acknowledging that depression is a complex and multifaceted disorder.

There are many different factors that can contribute to depression, including genetics, personality traits, life events, and medical conditions.

As a result, there is no one-size-fits-all approach to treating depression.

That said, there are some common themes that emerge when we talk about depression.

One is that depression is often characterized by a low mood, anhedonia (loss of interest in activities), and fatigue.

Another is that depression can have a significant impact on a person's life, interfering with their ability to work, go to school, and maintain relationships.

In the past few decades, there has been a growing awareness of depression.

This is due in part to the increased research on the disorder, as well as the growing public discourse about mental health.

𑢾𑣃𑣞𑣁𑣓 ,𑣁𑣗𑣈𑣓𑣈𑣍 𑣉𑣚𑣁𑣗𑣈𑣓 𑣚𑣁𑣋𑣂𑣑 𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣖𑣁𑣓 𑣜𑣈𑣅𑣄 𑣌𑣁𑣎𑣂 .

𑣁𑣚𑣂𑣍 𑣋𑣈𑣚𑣞𑣈𑣜𑣖𑣈 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 𑣁𑣗𑣈𑣓𑣁𑣄 𑣘𑣆𑣒𑣂𑣜𑣈 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁 ,𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣂𑣍 𑣁𑣗𑣈𑣓𑣁𑣄 𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣉𑣓𑣉𑣚 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣘𑣉𑣜𑣈𑣄 𑣞𑣁𑣓𑣁𑣀 .

𑣑𑣂𑣘𑣜𑣜𑣈𑣞𑣉𑣓 𑣞𑣉𑣗𑣁𑣔 𑣜𑣈𑣅𑣄 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣞𑣈𑣓𑣄𑣅𑣁𑣓𑣁 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣞𑣂𑣜𑣖𑣈 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣓𑣂𑣓𑣁 𑣏𑣂𑣚𑣂𑣌𑣈 𑣗𑣉𑣔𑣉𑣚𑣁 𑣌𑣁𑣓𑣁 𑣈𑣓 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑢶 𑣁𑣗𑣈𑣓𑣁𑣄 𑣟𑣛𑣃𑣄 𑣙𑣁𑣒𑣂𑣀 𑣔𑣆𑣙𑣈𑣏𑣂𑣗𑣈𑣓?                                                                                𑣁𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈𑣏𑣂.

𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣖𑣂𑣓𑣑𑣉𑣄 𑣌𑣈𑣒𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣜𑣉𑣋𑣁 𑣌𑣉 𑣙𑣉𑣗𑣁 𑣔𑣂𑣙𑣉𑣙𑣁 𑣖𑣈𑣓𑣕𑣈 𑣟𑣛𑣃𑣄 𑣌𑣈𑣕𑣈 𑣈𑣙𑣉𑣗𑣈 𑣕𑣈𑣅𑣁 𑣋𑣈 𑣋𑣉𑣜𑣉𑣎 𑣋𑣈𑣅𑣁 .

𑣗𑣉𑣀𑣝𑣉 𑣜𑣈𑣄𑣁 ,𑣙𑣉𑣛𑣁𑣄 𑣋𑣃𑣓 ,𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣙𑣉𑣗𑣁𑣌𑣁𑣓𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣜𑣈𑣙𑣈𑣑 𑣆𑣏𑣂𑣓 𑣆𑣖𑣂𑣕𑣈 𑣚𑣉𑣉𑣄 𑣕𑣈 𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣜𑣈 𑣎𑣃𑣛𑣁𑣉 𑣈𑣖𑣔𑣂 𑣕𑣈𑣄𑣁 𑣈𑣞𑣃𑣘𑣃𑣜𑣈𑣄 𑣌𑣁𑣜𑣉𑣓 𑣖𑣂𑣓𑣁𑣄.

𑣎𑣉𑣉 𑣚𑣈𑣌𑣁𑣕𑣈 ,𑣑𑣂𑣘𑣈𑣞𑣉𑣓 𑣜𑣈𑣄𑣁 𑣜𑣈𑣑 𑣜𑣁𑣓𑣃 𑣚𑣁𑣋𑣂𑣑 𑣆𑣒𑣁𑣄 𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉 -𑣁𑣀𑣌𑣁𑣜 -𑣘𑣈𑣄 𑣋𑣈 -𑣞𑣁𑣗𑣈𑣓 𑣚𑣂𑣌𑣁𑣓 𑣙𑣃𑣜𑣁 𑣗𑣁𑣓𑣃𑣄𑣁 .

𑣈𑣓𑣜𑣈𑣙 ,𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣏𑣂𑣕𑣁𑣓𑣜𑣈 𑣎𑣁𑣋𑣁𑣜 𑣙𑣃𑣗𑣁𑣓 𑣕𑣁𑣓 𑣟𑣛𑣂𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣞𑣁𑣔𑣁 𑣗𑣂𑣝𑣉𑣅𑣈 𑣜𑣈 𑣓𑣈𑣚𑣓𑣁𑣖𑣉𑣙𑣁 .

𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣙𑣃𑣛𑣂𑣀 𑣟𑣛𑣃, 𑣁𑣓𑣙𑣂𑣑𑣉𑣓𑣈𑣅𑣁 ( 𑣘𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣖𑣉𑣓 𑣌𑣁 𑣞𑣁𑣓𑣞𑣀𑣋𑣁) 𑣉𑣓𑣑𑣉𑣄 𑣚𑣋𑣁𑣋𑣈 𑣁𑣔𑣁𑣙𑣉𑣁.

𑣆𑣒𑣁𑣄 𑣖𑣂𑣓𑣑𑣉 𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣙𑣁𑣄 𑣎𑣂𑣗𑣉𑣓 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃𑣖𑣁𑣜𑣁𑣀 𑣙𑣁𑣓𑣂 𑣙𑣉𑣗𑣁𑣔𑣂𑣙𑣉𑣙𑣁                                                                                𑣘𑣆𑣒𑣈𑣅𑣈𑣗𑣃 ,𑣖𑣉𑣀𑣑𑣉 𑣗𑣃 𑣞𑣈𑣓𑣉𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣋𑣆 𑣜𑣂𑣌𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣜𑣈 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣁.

𑣞𑣈𑣓𑣉𑣅𑣁𑣓 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣞𑣈𑣜𑣖𑣈 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣑𑣂𑣘𑣜𑣈𑣞𑣉𑣓 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣙𑣃𑣝𑣂𑣙𑣈𑣜 𑣗𑣁𑣛𑣁𑣙𑣁 𑣌𑣁𑣓𑣁 .

𑣓𑣂𑣓𑣁 𑣓𑣈𑣓 𑣜𑣃𑣋𑣁 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣏𑣂𑣜𑣋𑣈𑣚 𑣉𑣓𑣑𑣉𑣄 𑣖𑣉𑣓𑣜𑣈𑣅𑣁 𑣓𑣁𑣘𑣁𑣅𑣈 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣎𑣁𑣘𑣁𑣋𑣁𑣜 𑣕𑣈𑣄𑣁 𑣖𑣂𑣓𑣑𑣉 𑣌𑣁𑣓𑣑𑣂𑣄.


In the 2006 teen comedy She's the Man, Amanda Bynes plays Viola Hastings, a high school student who disguises herself as a boy in order to play on the boys' soccer team.

The film is full of laugh-out-loud moments, thanks to Bynes's spot-on comedic timing and delivery.

She is able to perfectly capture the awkwardness and uncertainty of a teenage boy, while still maintaining her own unique brand of humor.

The supporting cast is also excellent, with Channing Tatum, Laura Ramsey, and Vinnie Jones all giving memorable performances.

The film's director, Andy Fickman, does a great job of balancing the humor with the drama, creating a film that is both funny and heartwarming.

She's the Man is a classic teen comedy that is sure to please fans of the genre.

Bynes's performance is a standout, and the film is full of laugh-out-loud moments.

If you're looking for a fun and entertaining movie to watch, I highly recommend checking out She's the Man.

In addition to being a great comedy, She's the Man is also a film with a strong message about gender equality.

Viola's decision to disguise herself as a boy in order to play on the boys' soccer team is a powerful statement about the importance of breaking down gender stereotypes.

The film shows that girls can be just as good as boys at sports, and that they should not be held back by their gender.

She's the Man is a film that is both funny and inspiring.

It is a great choice for anyone who is looking for a feel-good movie with a message.

𑢾𑣁𑣚 𑣢𑣠𑣠𑣦 𑣞𑣂𑣜𑣖𑣁𑣜𑣈 𑣌𑣉𑣁 𑣙𑣉𑣓 𑣌𑣉𑣁 𑣞𑣉𑣌𑣜 𑣒𑣂𑣖𑣜𑣈 𑣆𑣓𑣃𑣀 𑣚𑣋𑣂𑣑 𑣒𑣂𑣓 𑣌𑣉𑣖𑣈𑣑𑣅 𑣁𑣈 𑣖𑣂𑣁𑣑 𑣌𑣃𑣂 𑣌𑣉𑣁, 𑣁𑣖𑣁𑣓𑣑𑣁 𑣗𑣂𑣓𑣞 𑣀𑣂𑣉𑣚𑣁 𑣙𑣁𑣞𑣒𑣂𑣀𑣞 𑣈 𑣆𑣓𑣃𑣀𑣁, 𑣖𑣂𑣁𑣑 𑣙𑣂 𑣆𑣞𑣌𑣃𑣚 𑣘𑣁𑣒𑣃𑣁 𑣉𑣌𑣉𑣓𑣂𑣄 𑣏𑣂 𑣇𑣌𑣃𑣕𑣈 𑣌𑣉𑣁 𑣗𑣂𑣓𑣁𑣁𑣘𑣓𑣈𑣕𑣈.

𑢶𑣂𑣁𑣑 𑣆𑣚𑣂𑣖 𑣚𑣁𑣀𑣔𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣌𑣚𑣁 𑣕𑣈 𑣘𑣈𑣜𑣈𑣙 𑣅𑣁 𑣌𑣓𑣁.𑢷𑣂𑣓𑣂𑣞 𑣌𑣉𑣖𑣈𑣑𑣂 𑣞𑣉𑣖𑣉𑣅 𑣉𑣓𑣑𑣉𑣄 𑣇𑣓𑣃𑣔𑣃𑣗 𑣚𑣋𑣂𑣑 𑣗𑣂𑣕𑣂𑣅𑣈𑣓.

𑢡𑣈 𑣘𑣃𑣜𑣁 𑣘𑣃𑣜𑣂 𑣞𑣁𑣗 𑣉𑣓𑣑𑣉𑣄 𑣁𑣒𑣁𑣌𑣜 𑣔𑣂𑣅𑣁 𑣖𑣂𑣁𑣑 𑣙𑣃𑣛𑣂𑣍 𑣌𑣉𑣁 𑣙𑣉𑣓𑣁𑣄 𑣉𑣞𑣃𑣗𑣂𑣔𑣁𑣌𑣉,𑣏𑣂𑣖𑣂𑣚𑣂𑣌𑣁 𑣉𑣓𑣑𑣉𑣄 𑣋𑣈 𑣁𑣈 𑣜𑣁𑣀𑣞𑣁 𑣜𑣈𑣅𑣁 𑣗𑣜𑣁𑣓𑣑 𑣈 𑣜𑣂𑣌𑣁 𑣔𑣂𑣅𑣁.

𑢶𑣂𑣁𑣑? 𑣞𑣁𑣘𑣉𑣒 c𑣁𑣞𑣒𑣉 𑣋𑣈 𑣗𑣐𑣂𑣁, 𑣏𑣁𑣓𑣂𑣀 𑣒𑣁𑣒𑣃𑣖 𑣚𑣉𑣄 𑣕𑣈 𑣚𑣇𑣜𑣁 𑣜𑣖𑣞𑣈 𑣉𑣓𑣑𑣉𑣄 𑣗𑣙𑣂𑣓𑣂 𑣎𑣉𑣓𑣈𑣞 𑣞𑣁𑣗𑣂𑣓 𑣇𑣛𑣃𑣁𑣓 𑣘𑣁𑣓𑣂𑣒𑣂𑣌𑣉.

𑢶𑣂𑣁𑣑 𑣘𑣙𑣂𑣚𑣂𑣖 𑣜𑣂𑣓𑣂𑣙 𑣑𑣂𑣜𑣈𑣌𑣒𑣉𑣜𑢡𑣓𑣑𑣂 𑣘𑣙𑣂𑣌𑣖𑣈𑣓, 𑣜𑣁𑣀𑣞𑣁 𑣚𑣉𑣄 𑣕𑣈 𑣑𑣜𑣁𑣖𑣁 𑣖𑣂𑣁𑣑 𑣖𑣜𑣁𑣀 𑣓𑣉𑣌𑣉𑣜𑣂 𑣒𑣁𑣙𑣜𑣁𑣙 𑣗𑣂 𑣔𑣂𑣅𑣁.

𑢡𑣈 𑣙𑣉𑣗𑣅𑣓𑣁 𑣌𑣉𑣖 𑣇𑣖𑣜 𑣜𑣈𑣓 𑣌𑣉𑣖𑣈𑣑𑣂 𑣓𑣈𑣚 𑣕𑣓𑣌𑣉 𑣞𑣉𑣗𑣈𑣓 𑣈 𑣜𑣁𑣀𑣞𑣁 𑣆𑣏𑣂 𑣌𑣉𑣁.

𑢷𑣂𑣓𑣞 𑣘𑣆𑣒𑣂 𑣞𑣗𑣂𑣓 𑣌𑣉𑣅𑣕𑣈 𑣏𑣈𑣕𑣓𑣜𑣈, 𑣉𑣓𑣑𑣉𑣄 𑣘𑣙𑣂𑣚𑣂𑣖 𑣔𑣉 𑣘𑣃𑣜𑣁 𑣚𑣁𑣀𑣔𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣌𑣁𑣚𑣁 𑣕𑣈 𑣘𑣈𑣜𑣈𑣄𑣅𑣁𑣓 𑣕𑣈𑣅𑣁.

𑢮𑣉𑣔𑣂 𑣁𑣗𑣈𑣓 𑣖𑣁𑣎𑣌 𑣕𑣈𑣅𑣁 𑣓𑣈𑣚 𑣞𑣓𑣁𑣀 𑣜𑣈𑣔𑣉 𑣉𑣓𑣑𑣉𑣄 𑣜𑣃𑣞𑣂𑣌𑣁 𑣘𑣙𑣂𑣚𑣂𑣖𑣓𑣈𑣚𑣈 𑣁𑣍 𑣞𑣃𑣜 𑣈𑣍 𑣖𑣈𑣓𑣈𑣅𑣁 𑣈𑣓 𑣌𑣃𑣂 𑣔𑣉 𑣌𑣉𑣁 𑣙𑣉𑣓 𑣕𑣓𑣁𑣄.

𑢮𑣉? 𑣙𑣈𑣕𑣃 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣌𑣉𑣖𑣈𑣑𑣂 𑣕𑣓𑣅 𑣁𑣈 𑣘𑣙𑣂𑣚𑣂𑣖 𑣜𑣈 𑣌𑣉𑣁 𑣗𑣜𑣁 𑣗𑣜𑣂 𑣌𑣈𑣛𑣈𑣄 𑣚𑣉𑣄 𑣕𑣈 𑣘𑣙𑣂𑣚𑣂𑣖 𑣈 𑣖𑣂𑣓𑣂𑣅𑣁.

𑢬𑣉𑣁 𑣙𑣉𑣓 𑣌𑣉𑣁 𑣞𑣉𑣌𑣜 𑣒𑣂𑣖𑣜𑣈 𑣆𑣓𑣃𑣀 𑣚𑣋𑣂𑣑 𑢷𑣙𑣂𑣉𑣚𑣁𑣞 𑣁 𑣇𑣛𑣃 𑣁𑣘𑣓𑣁 𑣇𑣌𑣃𑣕𑣈 𑣌𑣉𑣁 𑣙𑣉𑣓 𑣗𑣂𑣓 𑣖𑣂𑣁𑣑 𑣈𑣞𑣃 𑣌𑣈𑣒𑣈𑣄 𑣎𑣋𑣜 𑣌𑣉𑣁 𑣙𑣉𑣓𑣌𑣉𑣁 𑣏𑣁𑣘𑣁 𑣜𑣁𑣘𑣃𑣑 𑣚𑣈𑣌𑣁.

𑢶𑣂𑣁𑣑 𑣘𑣙𑣂𑣚𑣂𑣖 𑣞𑣘𑣉𑣒𑣜𑣈 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣃𑣂 𑣙𑣉𑣓𑣌𑣉 𑣌𑣉𑣁 𑣙𑣉𑣓𑣌𑣉 𑣚𑣈𑣌𑣌𑣉 𑣙𑣉𑣗𑣁 𑣔𑣂𑣅𑣁 𑣈𑣓𑣁 𑣇𑣔𑣃𑣗𑣈 𑣕𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣁 𑣏𑣃𑣂𑣚𑣁 𑣜𑣈𑣅𑣉 𑣌𑣁 𑣗𑣂𑣅𑣃𑣜 𑣜𑣃𑣁𑣅𑣁 𑣁𑣅𑣁𑣄 𑣇𑣓𑣃𑣜𑣃𑣖.

𑢨𑣓 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣋𑣈 𑣌𑣉𑣁 𑣘𑣙𑣂𑣚𑣂𑣖 𑣜𑣈 𑣈𑣓𑣁 𑣗𑣜𑣂𑣁 𑣎𑣌𑣈 𑣜𑣁𑣀𑣞𑣁 𑣉𑣓𑣑𑣉𑣄 𑣜𑣞𑣂𑣌𑣁.

𑢳𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣜𑣁𑣀𑣞𑣁 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣗𑣐𑣂𑣁 𑣁𑣒𑣁𑣌𑣜𑣈 𑣕𑣓𑣁 𑣘𑣙𑣂𑣚𑣂𑣖 𑣚𑣉𑣄 𑣕𑣈 𑣎𑣋𑣜.


A: Do you think the dowry system is a good thing?

I think it's a form of discrimination against women.

It puts an unfair financial burden on the bride's family, and it can lead to women being treated as commodities.

A: But some people say that the dowry system is a way to protect women.

In fact, I think it can put women in danger.

If a woman's family can't afford to pay a dowry, she may be less likely to be able to find a husband.

And if she does get married, she may be more likely to be abused or mistreated by her husband.

A: So what do you think we should do about the dowry system?

B: I think we should work to abolish it.

We should educate people about the harmful effects of the dowry system, and we should support laws that make it illegal to demand or accept a dowry.

A: I agree. I think the dowry system is a relic of a bygone era.

𑢠-𑣁𑣗𑣈𑣓 𑣏𑣂𑣓𑣁𑣄 𑣎𑣉𑣙𑣃𑣕𑣉𑣌 𑣘𑣜𑣉𑣕𑣁 𑣔𑣉 𑣗𑣃𑣋𑣂𑣓 𑣖𑣈𑣓𑣕𑣈 𑣗𑣈𑣓 𑣟𑣛𑣃𑣂𑣕𑣈𑣓𑣈.?

𑢭-𑣁𑣚𑣂𑣍 𑣆𑣓𑣌𑣁 𑣌𑣁𑣚𑣂𑣍 𑣟𑣛𑣃𑣂𑣕𑣈𑣓𑣈.

𑣁𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣌𑣃𑣂 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣜𑣉𑣌𑣉𑣖 𑣜𑣈𑣄𑣁 𑣙𑣁𑣘𑣁𑣚𑣁.

𑣓𑣈𑣓𑣁 𑣌𑣃𑣂 𑣉𑣄𑣁 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣈𑣑𑣌𑣁𑣓 𑣗𑣂𑣕𑣂 𑣗𑣁𑣙𑣁𑣜𑣂 𑣙𑣉𑣗𑣁𑣓𑣁 ,𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣌𑣃𑣂𑣙𑣉𑣓𑣌𑣃𑣄 𑣞𑣁𑣖𑣁𑣓 𑣚𑣂𑣌𑣁𑣕𑣈 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣜𑣈 𑣕𑣈𑣋𑣈 𑣙𑣉𑣗𑣁𑣙𑣁.

𑢠- 𑣖𑣈𑣓𑣔𑣉 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣌𑣁𑣎𑣂𑣙𑣈 𑣌𑣉 𑣏𑣂 𑣎𑣉𑣟𑣕𑣉𑣌𑣉 𑣘𑣉𑣜𑣕𑣁 𑣔𑣉 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣔𑣁𑣗𑣉𑣓 𑣈𑣖𑣈𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣜𑣁.

𑢭-𑢡𑣍 𑣓𑣂𑣓𑣁 𑣞𑣁𑣜𑣂 𑣖𑣈𑣓𑣕𑣈 𑣌𑣁𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈 .

𑣞𑣁𑣜𑣂𑣕𑣈 𑣜𑣈𑣔𑣉 𑣁𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣌𑣉 𑣖𑣃𑣞𑣌𑣂𑣚 𑣜𑣈𑣌𑣉 𑣆𑣅𑣃𑣄 𑣔𑣆𑣙𑣁 .

𑣎𑣃𑣔𑣂 𑣖𑣂𑣓𑣑𑣉 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣉𑣙𑣁𑣄 𑣎𑣉𑣟𑣕𑣉𑣌 𑣌𑣁𑣌𑣉 𑣈𑣖𑣔𑣆𑣜𑣈𑣔 ,𑣈𑣓𑣈 𑣜𑣈𑣔𑣉 𑢨 𑣌𑣃𑣙𑣁𑣌 𑣓𑣁𑣖𑣉𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣁.

𑣉𑣓𑣑𑣉𑣄 𑢨 𑣁𑣁𑣀𑣔𑣂𑣓 𑣜𑣈𑣔 , 𑣁𑣄𑣁 𑣌𑣃𑣁 𑣚𑣉𑣄 𑣈𑣘𑣈𑣜𑣁𑣀 𑣋𑣉𑣘𑣉𑣀𑣔𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣌𑣁𑣜𑣁𑣗 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣌𑣉 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣁.

𑢭 𑣈𑣓𑣜𑣈𑣔𑣉 𑣓𑣉𑣟𑣕𑣉𑣌 𑣘𑣉𑣜𑣕𑣁 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣁𑣚𑣁𑣊 𑣏𑣂𑣓𑣁𑣄 𑣗𑣃𑣋𑣂𑣓 𑣘𑣆𑣒𑣂𑣙𑣈 𑣖𑣈𑣓𑣕𑣈 𑣁𑣗𑣈𑣓 𑣟𑣛𑣃𑣄 𑣕𑣈𑣓𑣈?

𑢠-𑢡𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈 𑣓𑣂𑣓𑣁 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣓 𑣚𑣁𑣋𑣂𑣑 𑣁𑣗𑣃 𑣖𑣁𑣓𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣗𑣃 𑣘𑣆𑣒𑣂𑣈.

𑣁𑣚𑣁𑣊 𑣙𑣉𑣉𑣌𑣉 𑣎𑣉𑣟𑣕𑣉𑣌 𑣘𑣉𑣜𑣕𑣁 𑣜𑣈𑣄𑣁 𑣙𑣁𑣓𑣂 𑣌𑣉 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣞𑣈𑣀𑣅𑣁 𑣗𑣃 𑣆𑣖𑣁𑣌𑣃𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉𑣟𑣕𑣉𑣌 𑣁𑣞𑣂 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣆𑣑𑣈𑣕𑣈𑣅𑣁 𑣗𑣈𑣁𑣙𑣂𑣓 𑣘𑣆𑣒𑣂 𑣌𑣁𑣗𑣃 𑣘𑣆𑣒𑣂𑣙𑣈.

𑢭- 𑣁𑣍 𑣁𑣗𑣈𑣓𑣁 𑣎𑣁𑣋𑣁𑣜 𑣜𑣈 𑣞𑣁𑣓𑣀 𑣁𑣍 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈 𑣎𑣉𑣟𑣕𑣉𑣌 𑣘𑣉𑣜𑣕𑣁 𑣖𑣂𑣓𑣑𑣉 𑣘𑣁𑣘𑣁𑣜𑣂 𑣎𑣃𑣋.


Rainstorms are a common occurrence in many parts of the world, and they can have a significant impact on our lives.

They can bring much-needed water to parched land, but they can also cause flooding, mudslides, and other damage.

Rainstorms are caused by the rising of warm air, which causes water vapor to condense and form clouds.

When the water droplets in the clouds become too heavy, they fall as rain.

The amount of rain that falls in a rainstorm is measured in inches.

A light rainstorm might produce only a few inches of rain, while a heavy rainstorm can produce over a foot of rain.

Rainstorms can have a variety of effects on our lives.

They can wash away dirt and debris, making roads and sidewalks impassable.

They can also cause power outages and flooding.

Flooding can be especially dangerous, as it can quickly sweep away people and property.

Despite the potential dangers, rainstorms can also be beneficial.

They can help to improve soil quality and water the plants.

Rainstorms can also be a source of entertainment, as people enjoy watching the rain and listening to the thunder.

𑢹𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣋𑣉𑣒𑣁 𑣑𑣃𑣓𑣂𑣅𑣈 𑣜𑣈 𑣎𑣁𑣉 𑣚𑣈𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁, 𑣈𑣓𑣁 𑣂𑣑𑣂 𑣌𑣁𑣒𑣈 𑣁𑣗𑣃𑣁 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣘𑣜𑣉𑣗𑣁𑣗 𑣂𑣅𑣃𑣓𑣁.

𑢨𑣓𑣁 𑣂𑣑𑣂 𑣌𑣁𑣒𑣈 𑣋𑣈 𑣏𑣁𑣞𑣉 𑣉𑣕𑣈 𑣜𑣈 𑣑𑣁𑣙𑣁 𑣙𑣃𑣎𑣃𑣁 𑣖𑣈𑣓𑣑𑣉 𑣘𑣃𑣜𑣈 𑣅𑣁𑣓 𑣜𑣈 𑣈𑣓𑣃 𑣗𑣉𑣓𑣅𑣁, 𑣗𑣃𑣜𑣃 𑣚𑣁𑣕𑣉𑣗 𑣁𑣜 𑣁𑣓𑣑𑣉 𑣋𑣈 𑣈𑣞𑣃 𑣘𑣉𑣜𑣌𑣁𑣜 𑣚𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓𑣁

𑢹𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣑𑣉 𑣚𑣉𑣚𑣉 𑣙𑣉𑣅𑣉 𑣜𑣁𑣌𑣁𑣗 𑣂𑣑𑣂 𑣌𑣁𑣒𑣈 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣕𑣁𑣌𑣂𑣑 𑣂𑣑𑣂𑣓𑣁 𑣁𑣜 𑣜𑣂𑣚𑣂𑣖𑣁𑣌𑣁𑣜 𑣕𑣈 𑣗𑣁𑣂𑣓𑣁.

𑢯𑣂𑣖𑣕𑣈 𑣜𑣂𑣖𑣂𑣚 𑣜𑣈𑣅𑣁 𑣑𑣁𑣙𑣁 𑣜𑣈𑣅𑣁 𑣒𑣈 𑣙𑣁𑣖𑣗𑣁𑣚𑣈𑣓𑣁 𑣈𑣓 𑣞𑣉𑣖𑣉𑣅 𑣜𑣈 𑣈𑣓𑣁 𑣋𑣁𑣖𑣁 𑣁𑣌𑣁𑣜 𑣒𑣈 𑣓𑣃𑣜𑣈𑣓𑣁.

𑢹𑣉𑣅𑣉𑣋𑣖𑣁 𑣜𑣈𑣅𑣁 𑣖𑣁𑣘𑣉 𑣔𑣉 𑣂𑣓𑣏𑣂 𑣜𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢹𑣁𑣚𑣌𑣁 𑣋𑣁𑣖𑣁 𑣜𑣈𑣖𑣁 𑣌𑣉𑣖 𑣂𑣓𑣏𑣂 𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣘𑣃𑣜𑣈 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣜𑣈 𑣖𑣂 𑣖𑣃𑣌𑣈 𑣚𑣈𑣌𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢫𑣁𑣖𑣁 𑣂𑣑𑣂 𑣌𑣁𑣒𑣈 𑣁𑣗𑣃 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣋𑣁𑣓𑣂𑣑 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣕𑣈 𑣉𑣎𑣜𑣁 𑣁𑣜 𑣜𑣃𑣋𑣃𑣑 𑣁𑣒𑣃 𑣂𑣑𑣂𑣅𑣁, 𑣁𑣜 𑣙𑣉𑣜𑣁 𑣞𑣈𑣓𑣈 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣎𑣁𑣜𑣂𑣅𑣈.

𑢨𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣒𑣈 𑣋𑣈 𑣌𑣉𑣜𑣈𑣓𑣒 𑣁𑣜 𑣗𑣉𑣓𑣅𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢷𑣉𑣓𑣅𑣁 𑣑𑣉 𑣈𑣃 𑣗𑣉𑣜𑣉 𑣋𑣈𑣅𑣁, 𑣈𑣓𑣁 𑣕𑣈𑣋𑣈 𑣙𑣉 𑣁𑣜 𑣉𑣉𑣁 𑣌𑣉 𑣁𑣝𑣃 𑣂𑣑𑣂𑣅𑣈.

𑢦𑣖𑣂𑣓 𑣗𑣉𑣜𑣉𑣋𑣈 𑣜𑣈𑣅𑣉, 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣜𑣈 𑣚𑣁𑣗𑣉𑣅𑣉 𑣖𑣈𑣓𑣁.

𑢨𑣓𑣁 𑣂𑣑𑣂 𑣌𑣁𑣕𑣈 𑣙𑣁𑣞𑣁 𑣜𑣈𑣅𑣁 𑣞𑣁𑣜 𑣘𑣈𑣜𑣈𑣙 𑣜𑣃𑣈𑣓𑣁 𑣁𑣜 𑣔𑣁𑣙𑣁 𑣕𑣂𑣋𑣃𑣓𑣁.

𑢹𑣉𑣅𑣉𑣋𑣁𑣖𑣁 𑣜𑣁𑣓𑣞𑣁 𑣜𑣈𑣅𑣁 𑣅𑣉 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣜𑣁 𑣒𑣁𑣓𑣁, 𑣈𑣞𑣃 𑣉𑣃𑣜𑣈𑣙 𑣙𑣉 𑣌𑣉𑣙𑣉𑣅𑣉𑣋𑣁𑣖𑣁 𑣓𑣈𑣚 𑣈𑣞𑣃 𑣌𑣉 𑣜𑣁𑣓𑣞𑣁 𑣓𑣁.


Once upon a time, there was a little boy named Juan who loved tacos.

He loved them so much that he would eat them for breakfast, lunch, and dinner.

One day, Juan's mother decided to make him a special taco.

She filled it with all of his favorite ingredients: ground beef, lettuce, tomatoes, cheese, and sour cream.

Juan was so excited for his taco that he could barely wait to eat it.

When Juan finally took a bite of his taco, he was amazed at how delicious it was.

The flavors of the meat, vegetables, and cheese all combined perfectly to create a taste that Juan had never experienced before.

He ate every bite of his taco, and then he asked his mother to make him another one.

Juan's mother was happy to make him another taco, and she even let him help her in the kitchen.

Juan learned how to measure the ingredients, how to cook the meat, and how to assemble the tacos.

He had so much fun helping his mother that he decided that he wanted to be a chef when he grew up.

Juan continued to love tacos throughout his childhood.

He ate them at home, at school, and at restaurants.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓 𑣜𑣈𑣅𑣄 𑣌𑣎𑣂, 𑢮𑣃𑣁𑣓 𑣓𑣃𑣕𑣃𑣖 𑣖𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣊 𑣚𑣈𑣌𑣓 𑣙𑣉𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣉𑣌𑣉𑣈 𑣌𑣈 𑢲𑣈𑣌𑣉𑣞 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁 𑣕𑣂𑣅𑣁.

𑢨' 𑣈𑣓𑣁 𑣚𑣉𑣄 𑣕𑣈 𑣆𑣖𑣂𑣓 𑣜𑣁𑣀𑣞𑣁 𑣏𑣂 𑣈𑣓𑣁 𑣞𑣈𑣕𑣄 𑣗𑣞𑣂𑣅𑣖, 𑣕𑣂𑣌𑣂𑣓 𑣜𑣈𑣅𑣄 𑣖𑣀𑣑𑣂 𑣉𑣛𑣉𑣄 𑣓𑣂𑣔𑣁 𑣜𑣈𑣅𑣄 𑣖𑣀𑣑𑣂 𑣜𑣈𑣅𑣉𑣄 𑣎𑣉𑣖𑣈 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑢮𑣃𑣁𑣓 𑣈𑣊𑣋𑣁𑣕𑣈 𑣁𑣅𑣄 𑣚𑣋𑣂𑣑 𑣖𑣂𑣅𑣑 𑣕𑣓𑣀𑣋𑣁 𑣚𑣈𑣌𑣓 𑢲𑣈𑣌𑣉 𑣗𑣆 𑣕𑣈𑣅𑣄𑣈 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣁.

𑢨 𑣈𑣓 𑣜𑣈 𑢨 𑣜𑣁𑣨𑣞𑣁𑣙 𑣕𑣈𑣅𑣄 𑣞𑣗𑣈𑣓 𑣚𑣈𑣌𑣓 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣄 𑣖𑣂𑣞𑣁 𑣌𑣈𑣑𑣁: 𑢫𑣜𑣁𑣇𑣀𑣑 𑢷𑣂𑣘𑣙, 𑢾𑣁𑣚𑣁𑣔, 𑢷𑣈𑣊𑣋𑣁, 𑢸𑣁𑣓𑣂𑣜 𑣉𑣛𑣉𑣄 𑣖𑣉𑣜𑣉𑣈𑣄 𑣌𑣂𑣜𑣂𑣖.

𑢮𑣃𑣁𑣓 𑣁𑣅𑣄 𑢲𑣈𑣌𑣉 𑣌𑣋𑣂𑣑 𑣆𑣖𑣂𑣓 𑣜𑣁𑣀𑣞𑣁 𑣜𑣈𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣈𑣓𑣁 𑣎𑣉𑣖𑣈 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣌𑣉𑣞𑣒𑣉 𑣕𑣈 𑣕𑣀𑣋𑣂 𑣔𑣆 𑣅𑣓𑣁.

𑢡𑣌𑣂𑣜 𑣏𑣂𑣖𑣂𑣕𑣀 𑢮𑣃𑣁𑣓 𑢲𑣈𑣌𑣉 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣌𑣁𑣀𑣑𑣁 𑣎𑣉𑣖 𑣌𑣈𑣑𑣁, 𑢨 𑣈𑣞𑣃𑣄 𑣔𑣀𑣔𑣀 𑣜𑣈𑣓𑣁 𑣅𑣓𑣁 𑣏𑣂 𑣓𑣈𑣅𑣁 𑣏𑣂𑣖𑣂𑣓 𑣓𑣉𑣋𑣉𑣑 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢮𑣂𑣚𑣃, 𑣇𑣕𑣃 𑣉𑣛𑣉𑣄 𑣘𑣁𑣓𑣂𑣜 𑣖𑣂𑣑 𑣅𑣓𑣁𑣅 𑣕𑣈 𑣖𑣂𑣅𑣑 𑣈𑣓𑣌𑣓 𑣓𑣉𑣋𑣉𑣑 𑣕𑣈𑣅𑣄 𑣕𑣂𑣅𑣜 𑣅𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑢮𑣃𑣁𑣓 𑣎𑣁 𑣏𑣃𑣆𑣚𑣁𑣉 𑣌𑣁'𑢨 𑣎𑣉𑣖 𑣁𑣒𑣌𑣜 𑣚𑣈𑣑𑣁.

𑢨 𑢲𑣈𑣌𑣉 𑣜𑣈𑣅𑣄 𑣞𑣗𑣈𑣓 𑣌𑣁𑣀𑣑𑣁 𑣌𑣉 𑣎𑣉𑣖 𑣏𑣗𑣁 𑣌𑣈𑣑𑣁, 𑣉𑣛𑣉𑣄 𑣏𑣓𑣗 𑢨 𑣈𑣊𑣋𑣁𑣕𑣈 𑣌𑣈 𑣖𑣂𑣅𑣑 𑣁𑣀𑣑𑣉𑣄 𑢲𑣈𑣌𑣉 𑣗𑣆 𑣚𑣋𑣂𑣑𑣈𑣄 𑣌𑣎𑣂𑣆𑣅𑣁 𑣑𑣂𑣅𑣁.

𑢮𑣃𑣁𑣓 𑣈𑣊𑣋𑣁𑣕𑣈 𑣁𑣅𑣄 𑣚𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣅𑣑 𑢲𑣈𑣌𑣉 𑣗𑣆 𑣌𑣈𑣙𑣕𑣈 𑣈𑣞𑣃𑣄 𑣜𑣁𑣀𑣞𑣁 𑣅𑣓𑣄𑣈, 𑣉𑣀𑣑𑣉𑣄 𑢨 𑢨 𑣌𑣈 𑣖𑣁𑣀𑣑𑣂 𑣆𑣞𑣂𑣓 𑣉𑣁'𑣄 𑣜𑣈𑣅𑣉𑣄 𑣔𑣈𑣊𑣋𑣁 𑣌𑣂𑣅𑣄.

𑢮𑣃𑣁𑣓 𑣈𑣕𑣉 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣎𑣁𑣓𑣄 𑣌𑣉 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣉 𑣕𑣃𑣚𑣁 𑣅𑣁, 𑢮𑣂𑣚𑣃 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣉 𑣆𑣞𑣂𑣓𑣈𑣅𑣁 𑣉𑣛𑣉𑣄 𑢲𑣈𑣌𑣉𑣞 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣉 𑣙𑣃𑣀𑣑𑣂𑣆𑣅𑣁.

𑢨 𑣌𑣈 𑣈𑣊𑣋𑣁𑣕𑣈 𑣔𑣈𑣊𑣋𑣁 𑣜𑣈 𑣆𑣖𑣂𑣓 𑣖𑣎𑣁 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓𑣁 𑣏𑣂 𑢨 𑣖𑣜𑣀 𑣅𑣓𑣅 𑣕𑣈 𑢾𑣈𑣙𑣘𑣄 𑣗𑣆𑣓𑣁.

𑢮𑣃𑣁𑣓 𑣌𑣈 𑣙𑣃𑣛𑣂𑣊 𑣜𑣈 𑢲𑣈𑣌𑣉 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁𑣆 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨 𑣓𑣈𑣅𑣁 𑣉𑣁'𑣄 𑣜𑣈, 𑣖𑣉𑣀𑣑𑣉 𑣜𑣈 𑣉𑣛𑣉𑣄 𑢼𑣈𑣞𑣕𑣜𑣁 𑣜𑣈𑣅𑣉𑣄 𑣎𑣉𑣖 𑣌𑣈𑣑𑣁.


This means that students should be actively engaged in the process of remembering what they have heard.

They should not simply be passive listeners, but should be actively thinking about what they are hearing and trying to remember it.

There are a number of ways to encourage conscious memory work in listening comprehension lessons.

This can be done by having students listen to the same passage multiple times, or by having them read a passage aloud multiple times.

Repetition helps to fix the information in students' memories.

Another way to encourage conscious memory work is to have students take notes while they are listening.

This forces them to pay attention to what they are hearing and to think about what is important.

Students can also be asked to write down a summary of what they have heard.

This helps them to organize the information in their minds and to remember it more effectively.

In addition to repetition and note-taking, there are a number of other strategies that can be used to encourage conscious memory work in listening comprehension lessons.

These include asking students questions about what they have heard, having them discuss the passage with each other, and having them create their own graphic organizers to represent the information.

By using a variety of strategies, teachers can help students to develop their listening comprehension skills and to become more effective learners.

𑢳𑣈𑣓𑣁 𑣖𑣁𑣓𑣈 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣏𑣂 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣇𑣑𑣃𑣁 𑣌𑣁 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣏𑣂𑣚𑣌𑣈 𑣁𑣌𑣉 𑣌𑣉 𑣇𑣑𑣃𑣅𑣈 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣁𑣅𑣃𑣖𑣈 𑣌𑣁𑣑 𑣕𑣈𑣅𑣁.

𑢡𑣌𑣉 𑣞𑣁𑣔𑣁 𑣓𑣂𑣞𑣌𑣂𑣜𑣂𑣕 𑣁𑣅𑣃𑣖𑣈 𑣌𑣁 𑣕𑣁𑣆𑣓 𑣕𑣈𑣅𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣌𑣉 𑣇𑣑𑣃𑣆 𑣚𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣁𑣅𑣃𑣖𑣈 𑣕𑣁𑣓𑣁 𑣁𑣜 𑣇𑣑𑣃𑣆 𑣕𑣈𑣅𑣁 𑣌𑣉 𑣏𑣈𑣞𑣒𑣁𑣅𑣈 𑣏𑣁.

?𑢨𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣓𑣂𑣞𑣌𑣜𑣂𑣕 𑣇𑣑𑣃 𑣘𑣁𑣆𑣒𑣂 𑣗𑣁𑣑𑣁𑣙𑣁 𑣈𑣖𑣈 𑣚𑣁𑣋𑣂𑣑 𑣁𑣅𑣃𑣖𑣈 𑣞𑣉𑣖𑣎𑣁 𑣞𑣂𑣌𑣙 𑣚𑣁𑣋𑣂𑣑.

𑢶𑣂𑣑𑣉 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁 𑣔𑣃𑣙𑣜𑣁𑣉.

𑢳𑣈𑣓𑣁 𑣜𑣈 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣖𑣂𑣑𑣉 𑣎𑣂𑣓𑣞𑣉 𑣋𑣈 𑣗𑣁𑣜 𑣁𑣜 𑣁𑣅𑣃𑣖𑣈 𑣕𑣈𑣅𑣁 𑣕𑣁𑣓𑣁 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣎𑣉𑣜 𑣕𑣈 𑣘𑣁𑣑𑣁𑣉 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣈𑣞𑣃 𑣔𑣁𑣇.

𑢴𑣉𑣙𑣜𑣁𑣉 𑣌𑣁𑣕𑣈 𑣘𑣁𑣒𑣃𑣁 𑣙𑣁𑣕𑣁𑣋 𑣜𑣈 𑣎𑣁𑣓𑣌𑣁𑣜𑣂 𑣜𑣂𑣌𑣈 𑣔𑣁𑣆𑣅𑣉𑣁.

𑢡𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁 𑣗𑣁𑣑𑣁𑣙𑣁 𑣈𑣖𑣉 𑣌𑣁 𑣓𑣂𑣞𑣌𑣁𑣞𑣕 𑣇𑣑𑣃 𑣘𑣁𑣆𑣒𑣂 𑣎𑣁𑣉 𑣋𑣈𑣌𑣉 𑣉𑣚𑣈 𑣌𑣁 𑣁𑣅𑣃𑣖𑣈 𑣆𑣖𑣕𑣈.

𑢳𑣈𑣓𑣁 𑣁𑣌𑣉 𑣜𑣈 𑣎𑣉𑣜𑣈 𑣈𑣖𑣈𑣅𑣁 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣁𑣅𑣃𑣖𑣈 𑣕𑣁𑣓𑣁 𑣕𑣈𑣅𑣁 𑣁𑣜 𑣏𑣈𑣓𑣁 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉 𑣇𑣑𑣃𑣆 𑣌𑣁.

𑢸𑣁𑣒𑣃𑣁 𑣌𑣉 𑣈𑣓𑣁 𑣌𑣉 𑣌𑣁𑣎𑣂 𑣔𑣁𑣆𑣅𑣉𑣁 𑣎𑣈 𑣙𑣃𑣑𑣂𑣓𑣋 𑣕𑣈 𑣌𑣉 𑣉𑣚𑣈 𑣌𑣁 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣁𑣅𑣃𑣖 𑣌𑣈𑣑 𑣕𑣈𑣅𑣁.

𑢳𑣈𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣞𑣁𑣙𑣂𑣕𑣂 𑣌𑣁 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣙𑣁𑣕𑣁𑣋 𑣜𑣈𑣌𑣉 𑣜𑣂𑣌𑣈 𑣔𑣁𑣆𑣅𑣈 𑣁𑣜 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈𑣌𑣉 𑣇𑣑𑣃 𑣎𑣉𑣋𑣁𑣉 𑣕𑣁.

𑢴𑣉𑣙𑣜𑣁𑣉 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣁𑣜 𑣉𑣚 𑣜𑣂𑣌𑣈 𑣚𑣁𑣋𑣈𑣑, 𑣁𑣓𑣑𑣉 ?𑣋𑣈𑣙?𑣜𑣁𑣐𑣓𑣂𑣕𑣂 𑣖𑣈𑣓𑣁 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣗𑣁𑣑𑣁𑣙𑣁 𑣈𑣖𑣈𑣅𑣁 𑣇𑣔𑣃 𑣘𑣁𑣆𑣒𑣂 𑣚𑣁𑣋𑣈𑣑 𑣞𑣂𑣌𑣙 .?

𑣓𑣈𑣓𑣁 𑣜𑣈 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣌𑣃𑣚𑣂 𑣜𑣃𑣁 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣁𑣅𑣃𑣖 𑣌𑣈𑣑 𑣕𑣈𑣅𑣁, 𑣁𑣌𑣉 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣈𑣓 𑣗𑣂𑣞𑣉𑣅𑣈 𑣕𑣈 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣚𑣁𑣋𑣈𑣑, 𑣁𑣜 𑣁𑣌𑣉 𑣁𑣌𑣉𑣁 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣋𑣜𑣁𑣘𑣂𑣌𑣞 𑣞𑣁𑣎𑣁𑣗𑣁𑣒 𑣜𑣈 𑣎𑣁𑣓𑣌𑣁𑣜𑣂 𑣇𑣔𑣃𑣗𑣈 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈 𑣚𑣈𑣌𑣁𑣓 𑣜𑣁𑣐𑣓𑣂𑣕𑣂 𑣆𑣞𑣕𑣈𑣖𑣁𑣚 𑣌𑣁𑣕𑣈, 𑣋𑣉𑣞𑣁𑣅𑣈 𑣌𑣉 𑣘𑣁𑣒𑣃𑣁 𑣖𑣁𑣓 𑣌𑣈 𑣔𑣈𑣓𑣋𑣁 𑣔𑣁𑣆𑣅𑣈 𑣌𑣉𑣁 𑣌𑣉 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣁𑣅𑣃𑣖𑣈 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑣁𑣓𑣑𑣉 𑣗𑣃𑣋𑣂𑣓 𑣈𑣕𑣉𑣓 𑣓𑣂 𑣗𑣁𑣆𑣅𑣉 𑣚𑣁𑣋𑣈𑣑.


Once upon a time, there was a young farmer named Omar who lived in a small village on the edge of a forest.

Omar loved to work in the fields and tend to his crops, but he also loved to explore the forest.

One day, Omar was exploring the forest when he came across a clearing.

In the middle of the clearing was a large tree, and at the top of the tree was a golden apple.

Omar knew that the golden apple was a gift from the forest, and he vowed to climb the tree and retrieve it.

Omar tried to climb the tree, but it was too tall.

He tried to throw rocks at the apple, but they were too small.

He even tried to build a ladder, but it wasn't tall enough.

Just when Omar was about to give up, he heard a voice "I can help you," the voice said.

Omar turned around and saw a small, furry creature.

The creature had big eyes and a long tail "Who are you?" Omar asked.

"I'm a squirrel," the creature said. "And I can help you get the golden apple."

The squirrel told Omar to gather some leaves and sticks.

𑢶𑣂𑣅𑣈𑣑 𑣞𑣉𑣖𑣉𑣅 𑣜𑣈 𑣖𑣂𑣑𑣉 𑣖𑣂𑣅𑣈𑣑 𑢩𑣖𑣁𑣜 𑣓𑣃𑣕𑣃𑣖 𑣏𑣁𑣞𑣂 𑣗𑣃𑣜𑣃 𑣌𑣃𑣒𑣂 𑣜𑣈 𑣕𑣁𑣆𑣓 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁

𑢩𑣖𑣁𑣜 𑣁𑣅𑣁 𑣉𑣕𑣁 𑣈𑣞𑣞𑣃 𑣜𑣁𑣓𑣞𑣁 𑣁𑣜 𑣁𑣅𑣁 𑣏𑣁𑣞𑣉 𑣈𑣞𑣃 𑣎𑣉𑣕𑣉𑣓 𑣕𑣁 𑣕𑣈𑣅𑣞𑣁, 𑣈𑣓𑣁 𑣚𑣉 𑣕𑣈 𑣗𑣃𑣜𑣃 𑣙𑣉𑣓𑣉𑣜 𑣜𑣉 𑣈𑣞𑣃 𑣜𑣁𑣓𑣞𑣁 𑣕𑣈𑣅𑣁.

𑢶𑣂𑣑 𑣖𑣃𑣞𑣂𑣊 𑢩𑣖𑣁𑣜 𑣗𑣃𑣜𑣃 𑣙𑣉𑣓𑣉𑣜 𑣆𑣖𑣕𑣈 𑣋𑣉𑣑𑣁 𑣜𑣈 𑣗𑣈𑣒𑣁 𑣅𑣁𑣓𑣁.

𑢹𑣉𑣑𑣁 𑣕𑣁𑣚𑣁 𑣜𑣈 𑣖𑣉𑣑𑣉 𑣖𑣁𑣈𑣊 𑣔𑣁𑣜𑣃 𑣏𑣈𑣕𑣁𑣓 𑣏𑣃𑣒𑣂𑣄 𑣜𑣈 𑣞𑣉𑣓𑣁 𑣞𑣈𑣇 𑣎𑣉𑣁 𑣌𑣁𑣓𑣁.

𑢩𑣖𑣁𑣜.𑣁𑣔𑣁𑣓 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣗𑣃𑣋𑣈𑣑 𑣋𑣈 𑣕𑣁𑣓𑣁 𑣈𑣓 𑣜𑣈𑣅𑣉.𑣔𑣁𑣜𑣃 𑣜𑣁𑣌𑣁𑣗 𑣌𑣁𑣕𑣈 𑣎𑣉 𑣗𑣈𑣒𑣁𑣈 𑣕𑣈𑣅𑣁 𑣇𑣑𑣃𑣄 𑣌𑣈𑣑𑣁.

𑢩𑣖𑣁𑣜𑣓 𑣔𑣁𑣜𑣒𑣐𑣃 𑣜𑣁𑣌𑣁𑣗 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣚𑣁𑣋𑣁𑣕𑣂𑣊 𑣎𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣔𑣁𑣜𑣃 𑣈𑣞𑣃 𑣇𑣞𑣃𑣚 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢾𑣈𑣇 𑣗𑣈𑣒𑣁 𑣚𑣁𑣋𑣈𑣑 𑣔𑣂𑣜𑣂 𑣌𑣉 𑣎𑣉 𑣘𑣁 𑣕𑣈 𑣕𑣈𑣜 𑣌𑣈𑣑𑣁 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓𑣁 𑣌𑣉 𑣙𑣃𑣑𑣉𑣋 𑣎𑣁𑣓𑣁.

𑢾𑣂𑣑𑣂 𑣗𑣁𑣆 𑣌𑣁𑣕𑣈 𑣜𑣁𑣌𑣁𑣗 𑣕𑣈𑣅𑣁 𑣏𑣈𑣞𑣒𑣁 𑣖𑣈𑣓𑣔𑣉 𑣔𑣁𑣜𑣃 𑣈𑣞𑣃 𑣇𑣞𑣃𑣚 𑣋𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢳𑣈𑣄 𑣋𑣈 𑢩𑣖𑣁𑣜 𑣚𑣈𑣌𑣁 𑣇𑣑𑣃 𑣆𑣖𑣕𑣈𑣖𑣂𑣑𑣉 𑣁𑣑𑣁𑣊 𑣁𑣅𑣃𑣖 𑣌𑣈𑣑𑣁 "𑢡𑣓𑣎 𑣔𑣈𑣓𑣋𑣁 𑣔𑣁𑣆𑣅𑣈 𑣖𑣈𑣅𑣁" 𑣖𑣈𑣓𑣕𑣈.

𑢩𑣖𑣁𑣜 𑣇𑣞𑣈𑣕𑣈 𑣗𑣂𑣅𑣃𑣜 𑣎𑣁𑣓 𑣜𑣈 𑣙𑣃𑣑𑣂 𑣋𑣃𑣔𑣚𑣃 𑣎𑣉𑣓𑣕𑣃 𑣓𑣈𑣚 𑣚𑣖 𑣌𑣂𑣈.

𑢮𑣂𑣚𑣂𑣊 𑣏𑣁𑣈𑣚𑣉𑣖 𑣖𑣁𑣜𑣁𑣊 𑣖𑣈𑣑 𑣎𑣉𑣓𑣕𑣃 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁" 𑢩𑣌𑣉𑣈 𑣕𑣁𑣓𑣁𑣖 ?" 𑢩𑣖𑣁𑣜 𑣌𑣃𑣚𑣂 𑣌𑣂𑣈.

"𑢡𑣓𑣎 𑣕𑣃" 𑣎𑣉𑣓𑣕𑣃 𑣌𑣁𑣎𑣂 𑣌𑣈𑣑𑣁 " 𑢡𑣓𑣎 𑣔𑣈𑣓𑣋𑣁 𑣋𑣁𑣆𑣅𑣈 𑣖𑣈𑣅𑣁 𑣓𑣈𑣓 𑣞𑣉𑣓𑣁 𑣞𑣈𑣇 𑣗𑣈𑣒𑣁 𑣚𑣁𑣋𑣈𑣑."

𑢩𑣖𑣁𑣜 𑣌𑣈 𑣕𑣃 𑣌𑣁𑣎𑣂 𑣅𑣆𑣈 𑣘𑣁𑣕𑣁 𑣁𑣜 𑣞𑣉𑣒𑣁 𑣁𑣋𑣃 𑣚𑣁𑣋𑣈𑣑.


Once upon a time, there was a little girl named Mara who loved to read.

She would read anything she could get her hands on, from fairy tales to adventure stories to historical novels.

She loved the way that reading could transport her to other worlds and teach her new things about the world around her.

One day, Mara was reading a book about a faraway land when she came across a passage that described a magical library.

The library was said to contain every book ever written, and it was said that anyone who could find the library would be granted one wish.

Mara was determined to find the library, so she set off on a journey.

Mara traveled for many days, and she faced many challenges along the way.

She had to cross a dark forest, climb a treacherous mountain, and swim across a raging river.

But she never gave up, and eventually she found the library.

The library was even more amazing than Mara had imagined.

It was filled with shelves upon shelves of books, and each book was more beautiful than the last.

Mara spent hours exploring the library, and she soon found the book that she had been looking for.

The book was called "The Book of Wishes," and it contained a single wish.

𑢶𑣂𑣞𑣈𑣑, 𑣖𑣁𑣜𑣁 𑣓𑣃𑣕𑣃𑣖 𑣕𑣑 𑣖𑣂𑣓𑣑𑣉 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣌𑣂𑣓 𑣏𑣂 𑣘𑣁𑣛𑣁𑣉 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣌𑣂𑣓 𑣜𑣁𑣀𑣞𑣁𑣉 𑣕𑣓𑣁.

𑢨 𑣏𑣈𑣙𑣈𑣜𑣁 𑣌𑣁𑣙𑣁𑣓𑣂 𑣕𑣈𑣙𑣈𑣕𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣕𑣈 𑣈𑣞𑣃 𑣞𑣁𑣞𑣉 𑣌𑣁𑣙𑣁𑣓𑣂 𑣉𑣓𑣑𑣉𑣄 𑣙𑣂𑣕𑣁𑣙𑣁𑣞𑣁 𑣟𑣚𑣉𑣓𑣈𑣅𑣁𑣞 𑣎𑣉𑣊 𑣎𑣁𑣓𑣁𑣄 𑣋𑣈 𑣓𑣁𑣖𑣌𑣂𑣑𑣁 𑣆𑣓𑣁𑣌𑣉 𑣘𑣁𑣛𑣁𑣉 𑣔𑣆 𑣕𑣁𑣓 𑣕𑣆𑣌𑣂𑣓𑣁.

𑢨 𑣏𑣂𑣚𑣂𑣌𑣈 𑣘𑣁𑣛𑣁𑣉 𑣅𑣁𑣓 𑣜𑣈 𑢨 𑣌𑣈 𑣆𑣒𑣁𑣄 𑣔𑣂𑣝𑣃𑣖 𑣕𑣈𑣄 𑣆𑣑𑣔𑣆𑣙𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣅𑣁𑣄 𑣎𑣁𑣘𑣁𑣄 𑣜𑣈𑣄𑣁 𑣔𑣂𑣞𑣃𑣖 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣓𑣁𑣖𑣁 𑣋𑣂𑣓𑣂𑣞 𑣈𑣕𑣉 𑣔𑣆𑣙𑣈𑣄 𑣈𑣓𑣁 𑢨 𑣗𑣃𑣋𑣂𑣓𑣈𑣄 𑣁𑣔𑣁𑣙𑣈𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣖𑣃𑣞𑣂𑣀 𑣔𑣂𑣓 𑣖𑣁𑣜𑣁 𑣖𑣂𑣓𑣑𑣉 𑣞𑣁𑣓𑣂𑣀 𑣔𑣂𑣝𑣃𑣖 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣌𑣂𑣕𑣈𑣗 𑣌𑣂𑣓 𑣘𑣁𑣛𑣁𑣉 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣈𑣀 𑢨 𑣖𑣂𑣓𑣑𑣉 𑣗𑣂𑣚𑣂𑣌𑣂 𑣘𑣁𑣛𑣁𑣉 𑣜𑣈𑣄𑣁 𑣖𑣂𑣓𑣑𑣉 𑣌𑣈𑣎𑣁 𑣌𑣂𑣓 𑣓𑣁𑣖𑣌𑣂𑣑𑣁.

𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣜𑣈 𑣉𑣚𑣁𑣌𑣁𑣓𑣕𑣈𑣅𑣁 𑣞𑣁𑣗𑣈𑣓 𑣌𑣂𑣕𑣈𑣗 𑣕𑣆𑣌𑣈𑣓 𑣌𑣁𑣎𑣂𑣉𑣕𑣆𑣌𑣈𑣓𑣁,𑣉𑣓𑣑𑣉𑣄 𑣌𑣁𑣓𑣂𑣉𑣄𑣕𑣆𑣌𑣂𑣓𑣁 𑣏𑣂 𑣉𑣌𑣉𑣅𑣈 𑣓𑣈𑣓 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣓𑣁𑣖𑣂𑣅𑣁 𑢨 𑣖𑣂𑣓𑣑𑣉 𑣞𑣁𑣓𑣁𑣀𑣋𑣈 𑣓𑣁𑣖 𑣔𑣆𑣙𑣈 .

𑣖𑣁𑣜𑣁 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣓𑣁𑣖 𑣚𑣁𑣋𑣂𑣑 𑣌𑣈𑣛𑣈 𑣞𑣛𑣃𑣄 𑣌𑣂𑣑𑣁 𑣈𑣓𑣕𑣈 𑢨 𑣖𑣂𑣓𑣑𑣉 𑣞𑣈𑣞𑣈𑣓 𑣓𑣈𑣄 𑣈𑣙𑣉𑣗 𑣌𑣂𑣑𑣁 .

𑣖𑣁𑣜𑣁 𑣈𑣞𑣃𑣔𑣂𑣓 𑣞𑣈𑣞𑣈𑣓 𑣌𑣈𑣑𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣙𑣉𑣜𑣁𑣜𑣈 𑣁𑣌𑣂𑣀 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣌𑣁𑣞𑣉𑣒 𑣞𑣁𑣖𑣁𑣓𑣁𑣀 𑣙𑣉𑣗𑣁 𑣑𑣂𑣅𑣈.

𑢨 𑣖𑣂𑣓𑣑𑣉 𑣓𑣃𑣗𑣈𑣄 𑣗𑣂𑣜 𑣘𑣁𑣜𑣉𑣖 𑣙𑣉𑣗𑣁 𑣑𑣂𑣅𑣈, 𑣖𑣂𑣓𑣑𑣉 𑣗𑣉𑣜𑣞𑣁 𑣗𑣁𑣓𑣉𑣁 𑣗𑣃𑣜𑣃 𑣔𑣈𑣄𑣈𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁 𑣑𑣂𑣅𑣈 𑣉𑣓𑣑𑣉𑣄 𑣌𑣃𑣜𑣌𑣃𑣜 𑣋𑣁𑣛𑣁 𑣘𑣁𑣜𑣉𑣖 𑣌𑣂𑣑𑣁𑣄𑣈 .

𑣖𑣈𑣓𑣔𑣉 𑢨 𑣏𑣃𑣂𑣚𑣈𑣙 𑣙𑣁𑣜 𑣌𑣁𑣄𑣈 𑣖𑣁𑣓𑣁𑣉𑣅𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑢨 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣌𑣂𑣓 𑣓𑣁𑣖𑣌𑣂𑣑𑣁 .

𑣖𑣁𑣜𑣁 𑣟𑣛𑣃𑣄 𑣚𑣈𑣑𑣈𑣙𑣈𑣕𑣈 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣕𑣈𑣜𑣈𑣅 𑣉𑣓𑣑𑣉𑣋𑣈 𑣘𑣃𑣜𑣈𑣄 𑣗𑣂𑣚𑣂𑣌𑣂 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣓𑣈𑣓𑣁 𑣌𑣂𑣕𑣈𑣗 𑣕𑣈 𑣞𑣉𑣚𑣉𑣑𑣉𑣀𑣋𑣂 𑣏𑣂𑣕𑣁𑣓 𑣞𑣉𑣚𑣚𑣑𑣉𑣀𑣋𑣂 𑣜𑣈 𑣘𑣈𑣜𑣈𑣄 𑣕𑣆𑣌𑣂𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣂𑣕𑣈𑣗 𑣁𑣅𑣁𑣜 𑣜𑣈𑣕𑣈 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣙𑣈𑣕𑣈 𑣓𑣁𑣘𑣁𑣙𑣈 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣖𑣁𑣜𑣁 𑣟𑣛𑣂 𑣟𑣛𑣂 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣓𑣈𑣚𑣈𑣕𑣆𑣌𑣂𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑢨 𑣈𑣓𑣌𑣂𑣕𑣈𑣗 𑣁𑣍𑣁 𑣋𑣈 𑣓𑣁𑣖 𑣌𑣂𑣑𑣁 𑣉𑣌𑣃𑣓𑣁 𑣓𑣁𑣖𑣈 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣌𑣂𑣕𑣈𑣗 𑣜𑣈𑣅𑣁 𑣓𑣃𑣕𑣃𑣖 𑣕𑣆𑣌𑣂𑣓𑣁 "𑣞𑣁𑣓𑣁𑣀 𑣌𑣂𑣕𑣈𑣗" 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣞𑣁𑣓𑣁𑣀 𑣕𑣆𑣌𑣂𑣓𑣁.


Patriotism is the love of one's country and the willingness to defend it.

It can be expressed in many ways, from serving in the military to volunteering in your community.

Patriotism is important because it helps to create a sense of unity and common purpose among citizens.

It also helps to promote democracy and protect the rights of all citizens.

One example of patriotism is the story of George Washington crossing the Delaware River.

In December 1776, Washington and his troops were in a difficult position.

They had been defeated in several battles and were in danger of being captured by the British.

However, Washington knew that he had to keep fighting for the cause of American independence.

On Christmas night, he led his troops across the Delaware River in a surprise attack on the British.

The attack was a success, and it helped to turn the tide of the war in favor of the Americans.

This story is an example of patriotism because it shows the willingness of Americans to fight for their country, even when the odds were stacked against them.

It is also an example of how patriotism can help to achieve a common goal.

In this case, the goal was to win the American Revolution and establish a free and independent nation.

𑢴𑣂𑣞𑣃𑣖-𑣔𑣃𑣚𑣁𑣛 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣓𑣂𑣎𑣉𑣜 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈𑣅𑣁𑣄 𑣔𑣃𑣚𑣁𑣛 𑣉𑣓𑣑𑣉𑣄 𑣔𑣂𑣞𑣃𑣖 𑣗𑣓𑣏𑣙𑣁𑣉 𑣅𑣈 𑣕𑣈𑣅𑣁𑣄 𑣎𑣃𑣚𑣃𑣊 .

𑢳𑣈𑣓𑣁 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣚𑣈𑣌𑣁𑣗𑣃 𑣘𑣜𑣉𑣌𑣁𑣞 𑣔𑣆𑣅𑣈𑣄, 𑣖𑣂𑣚𑣂𑣒𑣁𑣜𑣂 𑣘𑣆𑣒𑣂 𑣅𑣈𑣕𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣙𑣈𑣕𑣈 𑣎𑣁𑣕𑣂 𑣙𑣃𑣔𑣈 𑣞𑣉𑣖𑣁𑣎 𑣞𑣈𑣗𑣂 𑣎𑣉𑣊.

𑢴𑣂𑣞𑣃𑣖-𑣔𑣃𑣚𑣁𑣛 𑣈𑣞𑣃 𑣋𑣃𑣜𑣃𑣕 𑣎𑣓𑣁𑣋𑣁𑣜, 𑣏𑣈𑣓𑣁𑣙 𑣏𑣂 𑣔𑣂𑣞𑣃𑣖 𑣙𑣁𑣋𑣁𑣌𑣉 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣈𑣌𑣕𑣁 𑣁𑣓𑣑𑣉𑣄 𑣞𑣁𑣔𑣁𑣜𑣉𑣐 𑣇𑣔𑣈𑣝𑣜𑣈 𑣇𑣛𑣃 𑣗𑣙𑣁𑣗𑣉𑣓𑣁 𑣗𑣆𑣅𑣈.

𑢳𑣈𑣓𑣁 𑣎𑣃𑣖𑣚𑣁𑣉 𑣏𑣂 𑣋𑣉𑣐𑣉𑣕𑣁𑣓𑣕𑣁𑣜 𑣌𑣈𑣒𑣈𑣄 𑣆𑣏𑣂 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣓𑣁𑣋𑣉𑣜𑣂𑣌( 𑣔𑣂𑣝𑣃𑣖 𑣙𑣉) 𑣌𑣉𑣁𑣄 𑣁𑣔𑣂𑣌𑣁𑣜 𑣈𑣓𑣕𑣈 𑣞𑣃𑣜𑣁𑣌𑣞𑣁 𑣈𑣖 𑣜𑣈 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣁𑣙.

𑢴𑣈𑣝𑣃𑣖-𑣔𑣃𑣚𑣁𑣛 𑣈𑣓𑣁 𑣏𑣂, 𑣎𑣈𑣖𑣉𑣓 𑣌𑣁𑣎𑣂𑣜𑣈𑣔𑣉 𑢮𑣉𑣜𑣎 𑣟𑣙𑣁𑣞𑣂𑣊𑣒𑣉𑣓 𑣜𑣈𑣓𑣁𑣄 𑢱𑣈𑣚𑣁𑣟𑣙𑣜 𑣋𑣁𑣛𑣁 𑣘𑣜𑣉𑣖 𑣌𑣁𑣙𑣁𑣓𑣂.

𑢱𑣂𑣞𑣈𑣖𑣗𑣉𑣜 𑣏𑣁𑣓𑣑𑣃𑣄 𑣡𑣧𑣧𑣦 𑣔𑣂𑣚𑣁𑣊 𑣜𑣈 𑣟𑣙𑣁𑣞𑣂𑣊𑣒𑣉𑣓𑣉𑣓 𑣉𑣓𑣑𑣉𑣙 𑣁𑣅𑣁𑣄 𑣖𑣂𑣚𑣂𑣒𑣁𑣜𑣂𑣌𑣉 𑣈𑣞𑣃 𑣕𑣁𑣌𑣚𑣂𑣌 𑣜𑣈 𑣌𑣉 𑣒𑣆 𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣚𑣁𑣛𑣁 𑣆 𑣜𑣈𑣌𑣉 𑣙𑣁𑣜𑣁𑣙 𑣚𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣗𑣂𑣜𑣒𑣂𑣞 𑣞𑣁𑣜𑣌𑣁𑣜 𑣗𑣉𑣓𑣔𑣂 𑣌𑣉 𑣕𑣈𑣙𑣁𑣄 𑣗𑣉𑣜𑣉 𑣒𑣆𑣌𑣈𑣓.

𑢨𑣓 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣟𑣙𑣁𑣞𑣂𑣊𑣒𑣉𑣓 𑣁𑣔𑣁𑣚𑣈𑣑𑣁 , 𑣎𑣁 𑣚𑣈𑣌𑣁 𑣒𑣈 𑣜𑣈𑣅𑣉 𑢡𑣖𑣈𑣜𑣂𑣌𑣁 𑣞𑣔𑣂𑣓 𑣓𑣁𑣕𑣂𑣑 𑣚𑣁𑣛𑣆 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢬𑣜𑣂𑣞𑣖𑣁𑣞 𑣓𑣂𑣔𑣈𑣜𑣈 , 𑣈𑣓 𑣗𑣜𑣂𑣒𑣂𑣞 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣖𑣈𑣓𑣑𑣉𑣙 𑣒𑣁𑣒𑣌𑣁 𑣋𑣈 𑣑𑣈𑣚𑣁𑣗𑣁𑣜 𑣋𑣁𑣛𑣁 𑣘𑣁𑣜𑣉𑣖 𑣌𑣁𑣕𑣈 𑣁𑣌𑣜𑣉𑣖𑣐 𑣚𑣈𑣑𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣁𑣌𑣉𑣁 𑣖𑣂𑣚𑣂𑣒𑣁𑣜𑣂 𑣁𑣋𑣗𑣁𑣓 𑣜𑣈 𑣙𑣉𑣗𑣁𑣚𑣈𑣓𑣁.

𑢳𑣈𑣓 𑣁𑣌𑣉𑣜𑣖𑣁𑣐𑣜𑣈 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣞𑣈𑣓𑣁 𑣌𑣉 𑣎𑣂𑣕𑣌𑣁𑣜 𑣚𑣈𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣋𑣈 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣔𑣂𑣝𑣃𑣖 𑣙𑣁𑣋𑣁 𑣌𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣚𑣁𑣛𑣆 𑣜𑣈𑣅𑣁𑣄 𑣔𑣂𑣝𑣁 𑣗𑣉𑣔𑣉𑣚 𑣚𑣈𑣑𑣁.

𑢳𑣈𑣓 𑣌𑣙𑣁𑣓𑣂 𑢴𑣂𑣝𑣃𑣖-𑣔𑣃𑣚𑣁𑣜𑣂 𑣜𑣈𑣅𑣁𑣄 𑣖𑣈𑣓𑣑𑣉 𑣇𑣔𑣁𑣜𑣉𑣐 𑣇𑣔𑣃𑣗 𑣞𑣃𑣔𑣈𑣜𑣈, 𑣏𑣂𑣓𑣁𑣙𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁𑣋𑣈 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣙𑣋𑣁 𑣙𑣉𑣛 𑣌𑣉𑣗𑣁 𑣓𑣂𑣎𑣉𑣜 𑣔𑣂𑣝𑣃𑣖 𑣓𑣁𑣕𑣂𑣑 𑣚𑣁𑣛𑣆 𑣕𑣈𑣅𑣁𑣄 𑣞𑣓𑣁𑣊 𑣔𑣂𑣝𑣁 𑣇𑣔𑣃𑣗𑣈, 𑣏𑣂𑣖𑣂𑣕𑣈 𑣏𑣂 𑣁𑣌𑣉 𑣗𑣂𑣜𑣉𑣔 𑣜𑣈 𑣁𑣞𑣃𑣗𑣂𑣔𑣁 𑣒𑣆𑣌𑣈𑣓.

𑢳𑣈𑣓𑣁 𑣋𑣈 𑢴𑣂𑣝𑣃𑣖-𑣔𑣃𑣚𑣁𑣜𑣂𑣅𑣁 𑣏𑣂𑣚𑣂𑣌𑣈 𑣞𑣁𑣔𑣁𑣜𑣁𑣐 𑣚𑣉𑣌𑣞𑣉 𑣞𑣁𑣙𑣁𑣎 𑣓𑣁𑣖𑣈 𑣜𑣈 𑣞𑣁𑣙𑣁𑣎 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓, 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣇𑣓𑣃𑣔𑣃𑣗.

𑢳𑣈𑣓 𑣌𑣈𑣕𑣜𑣉 𑣜𑣈 , 𑣚𑣉𑣌𑣞𑣉 𑣕𑣆𑣌𑣈𑣓 𑣏𑣂 𑣁𑣖𑣈𑣜𑣂𑣌𑣁-𑣙𑣁𑣋𑣁 𑣌𑣉𑣗𑣁 𑣇𑣚𑣋𑣃𑣚𑣁𑣓 𑣎𑣂𑣕𑣌𑣈𑣜 𑣉𑣓𑣑𑣉𑣄 𑣖𑣈𑣓𑣑𑣉𑣙 𑣞𑣁𑣓𑣁𑣊 𑣁𑣜 𑢾𑣔𑣂𑣓 𑢴𑣂𑣞𑣃𑣖 𑣗𑣆 𑣜𑣈𑣓𑣁𑣄 𑣌𑣁𑣙𑣁𑣐𑣂."


They would do this by building roads, bridges, and canals to make travel and transportation easier.

They would also establish markets and fairs where merchants could come to buy and sell goods.

In addition, they would provide protection for traders from bandits and other criminals.

As a result of these efforts, trade flourished throughout the Roman Empire.

Goods and ideas flowed freely from one end of the empire to the other.

This helped to spread Roman culture and technology throughout the empire and beyond.

It also made the empire more prosperous and powerful.

The Roman Empire was a vast and complex entity.

It was home to a diverse population of people from all over the world.

The Romans were able to maintain control over this vast empire by creating a system of roads, bridges, canals, markets, fairs, and protection for traders.

This system helped to encourage trade throughout the empire and made it possible for goods and ideas to flow freely from one end of the empire to the other.

𑣙𑣉𑣓𑣌𑣜 𑣉𑣓𑣑𑣉𑣄 𑣙𑣃𑣎𑣃𑣄 𑣞𑣈𑣓𑣉𑣄 𑣋𑣁𑣛𑣂 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣘𑣃𑣀𑣃𑣚 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣎𑣁𑣋𑣁𑣅𑣈 𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣎𑣁𑣋𑣁 𑣞𑣈𑣓𑣉𑣄 𑣚𑣁𑣋𑣂𑣑 𑣔𑣉 𑣙𑣉𑣜𑣁 ,𑣘𑣃𑣀𑣃𑣚 𑣉𑣓𑣑𑣉𑣄 𑣌𑣈𑣓𑣁𑣚 𑣗𑣆𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑣓𑣈𑣓𑣁 𑣌𑣉𑣋𑣈 𑣗𑣁𑣎𑣁𑣜 𑣌𑣉 𑣗𑣆𑣙𑣉𑣜𑣈 𑣔𑣈𑣀𑣋𑣁𑣄 𑣈𑣖𑣈𑣅𑣁 𑣉𑣌𑣉𑣓𑣕𑣁𑣄 𑣜𑣈𑣗𑣈𑣗𑣉𑣞𑣁𑣅𑣈 𑣌𑣉 𑣌𑣂𑣜𑣂𑣀 𑣁𑣌𑣁𑣜𑣂𑣀 𑣒𑣁𑣅𑣈𑣑 𑣌𑣉 𑣗𑣆 𑣔𑣆𑣙𑣈 .

𑣓𑣈𑣓𑣁 𑣚𑣉𑣉𑣄 𑣕𑣈, 𑣁𑣌𑣉 𑣗𑣈𑣗𑣉𑣞𑣁𑣅𑣈 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁𑣜𑣁𑣗 𑣘𑣆𑣒𑣂 𑣕𑣈𑣓 𑣗𑣈𑣗𑣉𑣞𑣁𑣅𑣈 𑣉𑣀𑣑𑣉𑣄 𑣈𑣒𑣁𑣄 𑣉𑣘𑣉𑣜𑣁𑣔𑣂 𑣌𑣉 𑣞𑣃𑣜𑣉𑣌𑣁 𑣌𑣉 𑣈𑣖𑣁𑣌𑣃𑣙𑣁 .

𑣓𑣈𑣓 𑣟𑣛𑣃𑣄 𑣜𑣈𑣅𑣁 𑣎𑣉 , 𑣗𑣈𑣘𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣜𑣉𑣖𑣁𑣓 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣚𑣁𑣗𑣁𑣔𑣂 𑣈𑣅𑣉𑣗 𑣚𑣈𑣓𑣁 .

𑣔𑣂𑣞𑣃𑣖 𑣜𑣈𑣄𑣁 𑣖𑣂𑣅𑣈𑣑 𑣎𑣁𑣋𑣁𑣅𑣈 𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣎𑣁𑣋𑣁 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣗𑣂𑣓𑣈 𑣟𑣛𑣃𑣄 𑣕𑣈 𑣆𑣑𑣂𑣔𑣆𑣙𑣈𑣌𑣉 .

𑣓𑣈𑣓𑣁 𑣚𑣁𑣋𑣂𑣑 𑣜𑣉𑣖𑣁𑣓 𑣔𑣉𑣞𑣔𑣃𑣜 𑣉𑣓𑣑𑣉𑣄 𑣒𑣈𑣄 𑣞𑣈𑣀𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣈𑣕𑣈𑣜𑣈𑣙𑣉 𑣒𑣈𑣄 𑣞𑣈𑣀𑣅𑣁 𑣌𑣉 𑣚𑣁𑣓𑣁𑣙𑣁𑣄 𑣔𑣆𑣙𑣈 .

𑣓𑣈𑣓𑣁 𑣞𑣁𑣖𑣁𑣜𑣁𑣎𑣉 𑣗𑣂𑣞𑣕𑣁𑣜 𑣚𑣉𑣉𑣄 𑣕𑣈 𑣞𑣃𑣖𑣃𑣜𑣃𑣔 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈𑣄 𑣓𑣗𑣓 𑣗𑣆𑣓𑣈 .

𑣜𑣉𑣖𑣁𑣓 𑣞𑣁𑣖𑣁𑣜𑣁𑣎𑣉 𑣖𑣂𑣓𑣑𑣉𑣁 𑣎𑣂𑣚𑣂𑣊 𑣉𑣓𑣑𑣉𑣄 𑣁𑣒𑣁𑣚 𑣁𑣌𑣁𑣛𑣁 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣓𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣁𑣁𑣀𑣔𑣂 𑣁𑣁𑣘𑣁𑣀𑣔𑣂 𑣜𑣈𑣅𑣁 𑣟𑣙𑣁𑣄 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣜𑣉𑣖𑣁𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣙𑣉𑣜𑣁 𑣘𑣃𑣀𑣃𑣚 𑣌𑣈𑣓𑣁𑣚 𑣗𑣁𑣎𑣁𑣜 𑣎𑣃𑣖𑣃𑣜 𑣗𑣆𑣌𑣈𑣕𑣈 𑣚𑣁𑣗𑣁𑣔𑣂 𑣞𑣃𑣜𑣉𑣌𑣂𑣅𑣁 𑣈𑣖𑣔𑣆𑣙𑣈 𑣌𑣉𑣙𑣁 .

𑣓𑣈𑣓 𑣞𑣈𑣗𑣈 𑣞𑣉𑣖𑣉𑣜𑣁𑣎𑣉 𑣜𑣈 𑣗𑣈𑣘𑣁𑣜 𑣜𑣁𑣀𑣞𑣁 𑣆𑣏𑣂 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣞𑣁𑣖𑣁𑣜𑣁𑣎𑣜𑣈 𑣖𑣂𑣓𑣑𑣉𑣄 𑣒𑣁𑣅𑣈𑣑 𑣙𑣈𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣒𑣁𑣅𑣈𑣑 𑣗𑣈𑣒𑣁 𑣓𑣁𑣕𑣂𑣑 𑣞𑣉𑣖𑣗𑣉𑣗 𑣙𑣉𑣗𑣁 𑣚𑣈𑣓𑣁 .

𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣜𑣉𑣖𑣁𑣓 𑣔𑣉𑣞𑣕𑣃𑣜 𑣉𑣓𑣑𑣉𑣄 𑣒𑣈𑣄 𑣞𑣈𑣀𑣅𑣁 𑣚𑣃𑣜𑣈𑣄 𑣕𑣈 𑣘𑣃𑣜𑣈𑣄 𑣒𑣈𑣄 𑣘𑣂𑣒𑣂𑣌𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 .

𑣓𑣈𑣓𑣁 𑣞𑣁𑣖𑣁𑣜𑣁𑣎𑣉 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈𑣛𑣈𑣄 𑣔𑣁𑣛𑣈 𑣞𑣉𑣖𑣉𑣜𑣁𑣎𑣉 𑣗𑣆𑣜𑣈 𑣔𑣈𑣀𑣋𑣁 𑣈𑣖𑣚𑣂𑣑𑣁 .


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If you have any pending transactions that you would like to complete, please do so before closing your account.

Once your account is closed, we will not be able to process any further transactions.

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For example, if we are notified by a law enforcement agency that a pending transaction is related to illegal activity, we will be required to cancel the transaction.

If you have any questions about our account closure policy, please do not hesitate to contact us.

We will be happy to answer any questions you may have.

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This is to protect your privacy and to ensure that your account is not used by anyone else.

Once your account is closed, you will no longer be able to access your account or use any of the services that are associated with your account.

If you need to access your account for any reason after it has been closed, please contact us and we will be happy to assist you.

We appreciate your business and thank you for choosing our company.

We hope to serve you again in the future.

𑢳𑣂𑣓𑣁 𑣎𑣁𑣚𑣂𑣌𑣁𑣙𑣈𑣕𑣞𑣜𑣈𑣙𑣉 𑣗𑣆𑣖𑣈 𑣏𑣂 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣑 𑣁𑣗𑣈𑣓𑣁𑣄 𑣆𑣒𑣁𑣄 𑣌𑣁 𑣌𑣁𑣎𑣂𑣙𑣈 𑣌𑣁𑣑 𑣘𑣁𑣓𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣌𑣁 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣕𑣓𑣁.

𑣎𑣃𑣔𑣂 𑣁𑣗𑣂𑣓𑣁𑣄 𑣆𑣒𑣁𑣄 𑣗𑣈𑣏𑣈𑣜 𑣏𑣁𑣚𑣃𑣙𑣈𑣌𑣈𑣓𑣃𑣁 𑣆𑣓𑣁 𑣁𑣗𑣈𑣓 𑣖𑣃𑣏𑣈𑣑𑣈𑣕𑣈𑣗𑣈𑣓 𑣞𑣁𑣓𑣁𑣀 𑣕𑣓𑣁 𑣔𑣁𑣅𑣁𑣌𑣁𑣕𑣈 𑣁𑣗𑣈𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣑 𑣗𑣉𑣀𑣔𑣉 𑣁𑣅𑣁𑣜𑣉𑣄 𑣕𑣈 𑣘𑣆𑣒𑣂𑣗𑣈𑣓.

𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣑 𑣗𑣉𑣀𑣔𑣉 𑣅𑣁𑣓𑣁 ,𑣁𑣚𑣈 𑣉𑣓𑣑𑣉𑣄 𑣎𑣁𑣓 𑣘𑣆𑣒𑣂 𑣌𑣁𑣚𑣈 𑣘𑣆𑣒𑣂 𑣔𑣂𑣙𑣈𑣄 .

𑣔𑣁𑣅𑣁𑣌𑣁𑣕𑣈 𑣙𑣂𑣙𑣁𑣕𑣂𑣀𑣋𑣈𑣗𑣈𑣓 𑣏𑣂 𑣁𑣗𑣃𑣖𑣁𑣓𑣌𑣉 𑣁𑣆𑣓 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣗𑣂𑣏𑣈𑣜 𑣘𑣆𑣒𑣂 𑣗𑣁𑣋𑣃𑣛𑣃𑣂𑣕𑣈𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 .

𑣎𑣈𑣖𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣁𑣗𑣃𑣖𑣁𑣓 𑣌𑣉 𑣆𑣒𑣁𑣄 𑣁𑣆𑣓 𑣘𑣜𑣉𑣗𑣉𑣜𑣕𑣉𑣓 𑣞𑣉𑣀𑣞𑣕𑣁 𑣚𑣁𑣋𑣂𑣑 𑣕𑣈𑣗𑣃 𑣁𑣔𑣁 𑣆𑣏𑣂 𑣔𑣆𑣙𑣈𑣗𑣃𑣙𑣈𑣏𑣂 𑣖𑣂𑣓𑣑𑣉 𑣗𑣂𑣏𑣈𑣜 𑣏𑣁𑣚𑣃𑣙𑣈𑣌𑣈𑣓 𑣗𑣈 𑣁𑣙𑣂𑣓 𑣘𑣁𑣓𑣆𑣒𑣂 𑣚𑣉𑣄 𑣕𑣈 𑣎𑣃𑣛𑣁𑣉𑣙𑣁 𑣌𑣁𑣓𑣃𑣙𑣁 𑣈𑣓𑣜𑣈𑣔𑣉 𑣈𑣖 𑣈𑣘𑣈𑣖 𑣘𑣁𑣓𑣆𑣒𑣂 𑣗𑣁𑣀𑣋𑣃𑣛𑣃 𑣕𑣈𑣋𑣈 𑣙𑣉𑣗𑣁𑣙𑣁.

𑣎𑣃𑣔𑣂 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣚𑣂𑣅𑣁𑣄 𑣁𑣌𑣀𑣃𑣑 𑣗𑣉𑣀𑣔𑣉 𑣓𑣂𑣅𑣈𑣖 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣌𑣉𑣓𑣉𑣄 𑣖𑣂𑣓𑣁𑣄 𑣜𑣈𑣔𑣉 ,𑣔𑣁𑣅𑣁𑣌𑣁𑣕𑣈 𑣁𑣚𑣈 𑣚𑣉𑣄 𑣎𑣃𑣛𑣁𑣉𑣓 𑣚𑣁𑣋𑣂𑣑 𑣁𑣚𑣉𑣗𑣈𑣓 𑣋𑣂𑣅𑣃𑣄 𑣓𑣈.

𑣁𑣗𑣈𑣓𑣁𑣄 𑣎𑣁𑣚𑣂𑣌𑣁𑣓 𑣌𑣉𑣓𑣉𑣄 𑣜𑣈𑣅𑣁 𑣙𑣁𑣓𑣁𑣚 𑣈𑣖𑣚𑣁𑣋𑣂𑣑 𑣁𑣚𑣈 𑣜𑣁𑣀𑣞𑣁 𑣖𑣂𑣓𑣁𑣄 𑣚𑣂𑣅𑣁.

𑣎𑣁𑣚𑣂𑣌𑣁𑣓 𑣗𑣂𑣏𑣈𑣜 𑣏𑣁𑣚𑣃𑣙𑣈𑣌𑣈𑣓 𑣈𑣖𑣈𑣘𑣈𑣖 𑣗𑣁𑣀𑣛𑣃𑣂 𑣚𑣉𑣄 𑣕𑣈 𑣁𑣚𑣈 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣀𑣃𑣑 𑣚𑣈 𑣗𑣉𑣀𑣔𑣉𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣂𑣄𑣁 𑣜𑣈𑣌𑣉𑣑𑣅𑣈𑣕𑣈 𑣁𑣗𑣂𑣓𑣁𑣄 𑣎𑣁𑣚𑣂𑣌𑣁𑣓 𑣁𑣘𑣁𑣓𑣁𑣜 𑣁𑣒𑣁𑣌𑣁𑣜 𑣌𑣈 𑣉𑣚𑣚 𑣆𑣛𑣁𑣄 𑣕𑣁𑣙.

𑣓𑣂𑣓𑣁 𑣁𑣗𑣂𑣓𑣁𑣄 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈𑣅𑣁 𑣌𑣈𑣞𑣈𑣑 𑣈𑣖 𑣉𑣓𑣑𑣉𑣄 𑣎𑣁𑣚𑣂𑣌𑣁 𑣘𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣏𑣂 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣃𑣑 𑣆𑣒𑣁𑣄 𑣉𑣌𑣉𑣅𑣉 𑣌𑣁𑣌𑣉 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣔𑣆𑣙𑣈𑣄 .

𑣁𑣗𑣈𑣓𑣄 𑣁𑣌𑣁𑣁𑣀𑣃𑣑 𑣗𑣉𑣀𑣔𑣉 𑣙𑣉𑣗𑣁𑣅𑣁𑣓 𑣏𑣁𑣓𑣁𑣗 𑣁𑣗𑣈𑣓 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣃𑣑 𑣕𑣞 𑣌𑣁𑣗𑣈𑣓 𑣗𑣉𑣚 𑣔𑣂𑣙𑣈𑣄 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣁𑣗𑣂𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣃𑣑 𑣚𑣉𑣄 𑣕𑣈 𑣎𑣃𑣛𑣈𑣉𑣙𑣁 𑣌𑣁𑣓 𑣆𑣒𑣁𑣘𑣆𑣒𑣂 𑣌𑣁𑣗𑣈𑣓 𑣘𑣆𑣒𑣂 𑣔𑣂𑣙𑣈𑣄.

𑣁𑣗𑣈𑣓𑣁𑣄 𑣁𑣌𑣁𑣀𑣃𑣑 𑣗𑣉𑣀𑣔𑣉 𑣙𑣉𑣗𑣁𑣅𑣁𑣓 𑣏𑣁𑣓𑣁𑣗 𑣆𑣒𑣁𑣄 𑣌𑣁𑣜𑣉𑣓 𑣕𑣈 𑣁𑣗𑣈𑣓 𑣗𑣉𑣚𑣉𑣜𑣈𑣔𑣗𑣈𑣓 𑣔𑣁𑣅𑣁𑣌𑣁𑣕𑣈 𑣁𑣚𑣈 𑣚𑣉𑣄 𑣎𑣃𑣛𑣁𑣉𑣓 𑣗𑣈𑣓 𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣈 𑣁𑣗𑣈𑣓 𑣔𑣈𑣀𑣋𑣁 𑣌𑣈𑣕𑣈𑣚𑣈 𑣜𑣁𑣀𑣞𑣁𑣓𑣁 .

𑣁𑣚𑣈 𑣁𑣗𑣈𑣓𑣁𑣄 𑣚𑣁𑣗𑣁𑣔𑣂 𑣚𑣈 𑣜𑣁𑣀𑣞𑣁𑣙𑣁 𑣕𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣈𑣅𑣁𑣄 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣞𑣁𑣚𑣁𑣌𑣁𑣑 𑣚𑣁𑣋𑣂𑣑 𑣁𑣗𑣈𑣓 𑣗𑣂𑣕𑣂𑣅𑣈𑣖 𑣚𑣈 𑣆𑣖𑣁𑣗𑣈𑣓 𑣕𑣓𑣁.

𑣁𑣚𑣈 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣓 𑣔𑣂𑣓 𑣜𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣞𑣈 𑣁𑣗𑣈𑣓 𑣔𑣈𑣀𑣋𑣁 𑣈𑣖 𑣚𑣁𑣋𑣂𑣑 𑣚𑣈 𑣟𑣛𑣃𑣂 𑣕𑣈𑣓𑣈.


Once upon a time, there was a beautiful young girl named Marisol who lived in a small village on the edge of a dark and mysterious forest.

One day, Marisol was walking through the forest when she came across a strange tree.

The tree was old and gnarled, and its branches were twisted and knotted.

But what made the tree so strange was its fruit.

The fruit was a deep, dark purple, and it was unlike any fruit that Marisol had ever seen before.

Marisol was curious about the fruit, so she picked one and took a bite.

The fruit was sweet and delicious, but as soon as Marisol swallowed it, she felt a strange tingling sensation all over her body.

She looked down at her hands, and she saw that they were turning green.

She looked up at the tree, and she saw that its branches were reaching out to her.

Marisol was scared, but she was also fascinated.

She reached out to the tree, and the tree's branches wrapped around her arms.

The tree pulled Marisol closer and closer, until she was inside its branches.

Inside the tree, Marisol was surrounded by darkness.

𑢶𑣃𑣓𑣃 𑣞𑣖𑣉𑣅𑣈 𑣜𑣈, 𑣗𑣁𑣚𑣈 𑣏𑣈𑣜𑣁 𑣚𑣈𑣌𑣁𑣓 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑢶𑣁𑣜𑣂𑣉𑣚 𑣓𑣃𑣖𑣃 𑣓𑣂 𑣙𑣃𑣑𑣂𑣓𑣋 𑣚𑣈𑣌𑣁𑣓 𑣙𑣁𑣕𑣃 𑣓𑣃𑣗𑣈𑣙 𑣁𑣜 𑣜𑣁𑣙𑣞𑣖𑣁𑣅𑣆 𑣗𑣃𑣜𑣃 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢶𑣃𑣞𑣂𑣓𑣋 𑢶𑣁𑣜𑣂𑣞𑣉𑣚 𑣗𑣃𑣜𑣃 𑣗𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣙𑣉𑣓𑣉𑣜 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣆𑣖𑣕𑣈 𑣁𑣅𑣈 𑣖𑣂𑣑𑣉 𑣁𑣎𑣂𑣗 𑣔𑣁𑣜𑣃 𑣕𑣁 𑣜𑣈 𑣗𑣈𑣒𑣁 𑣅𑣁𑣓𑣁.

𑢴𑣁𑣜𑣃 𑣖𑣁𑣜𑣈 𑣁𑣜 𑣖𑣁𑣓𑣎𑣉 𑣋𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁, 𑣁𑣅𑣁 𑣌𑣉𑣕𑣉 𑣌𑣉 𑣘𑣈𑣒𑣈𑣜?𑣁𑣜 𑣕𑣉𑣚𑣁 𑣌𑣁𑣓𑣁.

𑢶𑣈𑣓𑣑𑣉 𑣏𑣈𑣓𑣁 𑣔𑣁𑣜𑣃 𑣜𑣈𑣅𑣁 𑣁𑣞𑣏𑣁𑣅𑣁 𑣁𑣆 𑣌𑣈𑣓𑣁 𑣈𑣓𑣁 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣁𑣅𑣁 𑣎𑣉.

𑢮𑣉𑣙 𑣈𑣞𑣃 𑣋𑣈𑣙𑣈𑣜𑣁, 𑣙𑣈𑣓𑣑𑣈 𑣓𑣂𑣚 𑣏𑣂𑣚𑣌𑣈 𑣈𑣒𑣁 𑣎𑣉 𑣌𑣉 𑣚𑣈𑣌𑣁 𑣖𑣁𑣜𑣂𑣉𑣚 𑣌𑣁𑣙𑣁 𑣓𑣈𑣚𑣚𑣈𑣑𑣁.

𑢾𑣉 𑣑𑣂 𑣓𑣂𑣌𑣉 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣁𑣌𑣉 𑣁𑣌𑣉 𑣁𑣋𑣁𑣂 𑣙𑣋𑣁 𑣌𑣉, 𑢶𑣈𑣓𑣔𑣉 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣌𑣎𑣂 𑣙𑣒𑣂𑣊𑣈 𑣌𑣑𑣁:𑢳𑣂𑣎𑣂𑣉𑣜𑣄 𑣔𑣂𑣝𑣃𑣖 𑣗𑣓𑣏𑣁𑣉 𑣚𑣋𑣂𑣑 𑣁𑣌𑣉 𑣓𑣂𑣎𑣉 𑣎𑣂𑣗𑣉𑣓 𑣌𑣈 𑣚𑣆𑣂𑣓 𑣜𑣈 𑣕𑣆𑣂𑣓 𑣚𑣋𑣂𑣑 𑣞𑣘𑣁𑣚𑣁𑣄 𑣌𑣓𑣁 𑣌𑣉.

𑢮𑣉 𑣈𑣞𑣃 𑣓𑣉𑣋𑣉𑣑 𑣁𑣜 𑣞𑣉𑣗𑣁𑣔𑣂𑣞𑣒 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁, 𑣏𑣂𑣚𑣌𑣈 𑢶𑣈𑣜𑣂𑣉𑣚 𑣇𑣑 𑣌𑣈𑣑𑣁, 𑣁𑣅𑣈 𑣁𑣎𑣂𑣗 𑣋𑣁𑣖𑣁𑣋 𑣞𑣁𑣓𑣞𑣁𑣓𑣂 𑣁𑣅𑣁 𑣙𑣉𑣖𑣉 𑣜𑣈 𑣓𑣂𑣜 𑣌𑣈𑣑𑣁.

𑢡𑣅𑣈 𑣁𑣅𑣁 𑣕𑣂𑣙 𑣜𑣈 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁, 𑣁𑣜𑣈 𑣓𑣈𑣚𑣁𑣖 𑣌𑣈𑣑𑣁 𑣁𑣅𑣁 𑣕𑣂𑣙 𑣋𑣁𑣔𑣈𑣑 𑣆𑣔𑣂𑣓 𑣕𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣔𑣁𑣜𑣃 𑣏𑣈𑣕𑣁𑣓 𑣘𑣁 𑣕𑣈 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁, 𑣁𑣜 𑣓𑣈𑣚𑣁𑣖 𑣕𑣁𑣓𑣁 𑣌𑣉𑣕𑣉 𑣌𑣉 𑣁𑣅𑣈 𑣘𑣁 𑣕𑣈 𑣙𑣃𑣎𑣃 𑣕𑣁𑣓𑣁.

𑢶𑣁𑣜𑣂𑣉𑣚 𑣗𑣉𑣜𑣉 𑣌𑣈𑣑𑣁, 𑣁𑣓𑣑𑣉 𑣁𑣅𑣈 𑣖𑣉𑣙𑣂𑣕 𑣅𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣔𑣁𑣜𑣃 𑣕𑣁 𑣕𑣈 𑣗𑣁𑣒𑣁 𑣅𑣁𑣓𑣁, 𑣁𑣜 𑣔𑣁𑣜𑣃 𑣜𑣈𑣅𑣁 𑣌𑣉𑣕𑣉 𑣁𑣅𑣈 𑣙𑣁𑣖𑣗𑣃𑣑 𑣌𑣂𑣅𑣈.

𑣔𑣁𑣜𑣂 𑢶𑣁𑣜𑣂𑣉𑣚 𑣌𑣈 𑣎𑣁𑣒𑣌𑣁 𑣕𑣈 𑣞𑣃𑣗𑣈 𑣘𑣁 𑣕𑣈 𑣉𑣜 𑣆𑣔𑣂 𑣌𑣂𑣅𑣈, 𑣏𑣂𑣖𑣂𑣓 𑣎𑣉𑣌𑣁 𑣁𑣅𑣈 𑣔𑣁𑣜𑣃 𑣌𑣁𑣙𑣁 𑣗𑣉𑣚𑣉 𑣅𑣁𑣓𑣁.

𑢴𑣁𑣜𑣃 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑢶𑣁𑣜𑣂𑣉𑣚 𑣓𑣃𑣗𑣈𑣙 𑣕𑣈 𑣕𑣁𑣚𑣁 𑣅𑣁𑣓𑣁.


A library is a place where people can go to read, study, and borrow books, magazines, and other materials.

Libraries also offer a variety of other services, such as computer access, printing, and research assistance.

There are many different types of libraries, including public libraries, school libraries, academic libraries, and special libraries.

Public libraries are open to the public and offer a variety of services to their patrons.

School libraries are located in schools and provide resources to students and teachers.

Academic libraries are located at colleges and universities and provide resources to students, faculty, and staff.

Special libraries are dedicated to a particular subject area, such as law, medicine, or business.

Libraries are important because they provide access to information and resources that can help people learn and grow.

Libraries also offer a place for people to come together and socialize.

In today's digital age, libraries are still relevant and important.

They offer access to books, magazines, and other materials that can't be found online.

Libraries also offer computer access, printing, and research assistance, all of which are essential in today's world.

If you're looking for a place to learn, grow, and socialize, then a library is the perfect place for you.

𑢸𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣈𑣓𑣌𑣓 𑣒𑣅𑣑 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓 𑣕𑣈 𑣙𑣉𑣉 𑣌𑣉 𑣘𑣛𑣁𑣉, 𑣈𑣕𑣉𑣓 𑣁𑣜 𑣌𑣂𑣕𑣈𑣗 𑣌𑣉, 𑣉𑣓𑣉𑣚 𑣞𑣌𑣖 𑣌𑣉 𑣁𑣀𑣑𑣉𑣄 𑣈𑣒𑣄 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉 𑣇𑣔𑣜 𑣕𑣈 𑣆𑣑 𑣕𑣈𑣌𑣉 𑣞𑣈𑣓𑣉𑣄 𑣔𑣆𑣅𑣁.

𑢸𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣉𑣛𑣉𑣄 𑣈𑣒𑣄 𑣞𑣈𑣗𑣁 𑣌𑣉'𑣄 𑣈𑣖𑣈𑣅𑣁, 𑣏𑣂𑣚𑣂𑣌𑣁 𑣌𑣁𑣖𑣘𑣂𑣅𑣃𑣒𑣁𑣜, 𑣏𑣘𑣁 𑣆𑣏𑣂 𑣁𑣜 𑣙𑣂𑣑𑣓𑣖 𑣚𑣋𑣂𑣑𑣉𑣄 𑣔𑣈𑣙𑣊𑣋𑣄.

𑢸𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣖𑣈𑣓𑣄, 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣞𑣗𑣈𑣓 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄, 𑣖𑣉𑣀𑣑𑣉 𑣚𑣋𑣂𑣑 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄, 𑣈𑣕𑣉𑣓 𑣕𑣈𑣅𑣄 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣉𑣛𑣉𑣄 𑣕𑣓𑣋𑣁 𑣕𑣈𑣅𑣄 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣖𑣈𑣓𑣄.

𑢾𑣗𑣈𑣓 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣗𑣆𑣅𑣁𑣌𑣓 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣕𑣆𑣓𑣁, 𑣉𑣛𑣉𑣄 𑣓𑣈𑣓 𑣜𑣈 𑣘𑣁𑣜𑣒𑣉𑣓 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣕𑣓𑣋𑣁 𑣕𑣓𑣋𑣁 𑣞𑣈𑣗𑣁 𑣓𑣖𑣉𑣄 𑣁𑣄.

𑢶𑣉𑣀𑣑𑣉 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣖𑣉𑣀𑣑𑣉 𑣜𑣈 𑣕𑣆𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣘𑣁𑣒𑣃𑣁𑣙 𑣁𑣜 𑣋𑣃𑣜𑣃 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉 𑣜𑣈𑣅𑣄 𑣔𑣈𑣊𑣋𑣄 𑣈𑣖𑣈𑣅𑣁.

𑢸𑣓𑣁𑣛𑣁𑣉 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣌𑣉𑣚𑣈𑣎 𑣉𑣛𑣉𑣄 𑣎𑣃𑣖𑣃𑣚𑣅 𑣌𑣉𑣜𑣈 𑣕𑣆𑣓𑣁, 𑣘𑣁𑣒𑣃𑣁𑣙 𑣌𑣉, 𑣋𑣉𑣜𑣃 𑣌𑣉 𑣉𑣛𑣉𑣄 𑣌𑣃𑣖𑣂𑣅𑣁 𑣌𑣉𑣌𑣈 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣄 𑣈𑣖𑣈𑣅𑣁.

𑢵𑣓𑣋𑣁 𑣕𑣈 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣆 𑣉𑣛𑣄 𑣌𑣉 𑣎𑣁𑣓 𑣈𑣒𑣄 𑣒𑣅𑣑, 𑣎𑣈𑣖𑣉𑣓 𑣁𑣆𑣓, 𑣜𑣈𑣈𑣑 𑣜𑣁𑣓𑣃, 𑣗𑣓𑣜𑣈 𑣗𑣈𑣘𑣜 𑣇𑣘𑣃𑣜 𑣚𑣋𑣂𑣑 𑣘𑣆𑣒𑣂𑣅𑣁.

𑢸𑣃𑣞𑣕𑣁𑣌𑣁𑣚𑣅𑣈 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣋𑣈𑣅𑣁 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣈𑣓𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣎𑣁𑣓𑣌𑣁𑣜𑣂 𑣘𑣜𑣁𑣔𑣁𑣓𑣈 𑣎𑣁𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣙𑣉 𑣌𑣉 𑣗𑣃𑣔𑣂 𑣋𑣈𑣅𑣓𑣉𑣁 𑣌𑣉.

𑢸𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣙𑣉𑣉 𑣌𑣉𑣌𑣈 𑣖𑣂𑣞𑣁 𑣕𑣈 𑣙𑣃𑣎𑣃𑣄 𑣞𑣈𑣓𑣉𑣄 𑣉𑣛𑣉𑣄 𑣓𑣘𑣖 𑣇𑣘𑣃𑣜𑣃𑣖 𑣕𑣈𑣅𑣄 𑣎𑣋𑣁𑣉𑣄 𑣈𑣖𑣁𑣌𑣉𑣁.

𑢵𑣂𑣞𑣂𑣊𑣄 𑣑𑣂𑣎𑣂𑣒𑣁𑣚 𑣎𑣃𑣇𑣋 𑣜𑣈 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣓𑣁𑣄𑣉𑣉 𑣋𑣉𑣜𑣉𑣎 𑣉𑣛𑣉𑣄 𑣋𑣉𑣓𑣊 𑣋𑣈𑣅𑣁.

𑢨𑣓𑣁 𑣈𑣓 𑣘𑣃𑣕𑣂, 𑣉𑣓𑣉𑣚 𑣞𑣌𑣖 𑣉𑣛𑣉𑣄 𑣈𑣒𑣄 𑣞𑣖𑣋𑣂𑣜𑣂 𑣌𑣉 𑣎𑣉𑣊 𑣗𑣈𑣒𑣁 𑣆𑣏𑣂 𑣔𑣆𑣅𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣉𑣓𑣚𑣆𑣓 𑣌𑣁 𑣓𑣖 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢸𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑢬𑣁𑣖𑣘𑣂𑣅𑣃𑣒𑣁𑣜 𑣈𑣌𑣞𑣈𑣞, 𑣘𑣜𑣂𑣓𑣒𑣂𑣊 𑣉𑣛𑣉𑣄 𑣙𑣂𑣑𑣓𑣖 𑣜𑣈𑣅𑣉𑣙𑣄 𑣔𑣈𑣊𑣋𑣁 𑣈𑣖𑣈𑣅𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣓𑣁𑣄 𑣔𑣂𑣝𑣃𑣖 𑣚𑣋𑣂𑣑 𑣋𑣉𑣜𑣉𑣎𑣁.

𑢮𑣉𑣔𑣂 𑣁𑣗𑣈𑣓 𑣈𑣕𑣉𑣓, 𑣗𑣈𑣜𑣈𑣑𑣈𑣓, 𑣉𑣛𑣉𑣄 𑣓𑣘𑣖 𑣇𑣘𑣃𑣜𑣃𑣖 𑣚𑣋𑣂𑣑 𑣎𑣁𑣓 𑣒𑣅𑣑 𑣗𑣈𑣓 𑣓𑣖 𑣕𑣓𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣘𑣃𑣕𑣂𑣖𑣃𑣜𑣃𑣆 𑣉𑣛𑣄 𑣁𑣗𑣈𑣓𑣄 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣞𑣃𑣋𑣛 𑣒𑣅𑣑 𑣕𑣓𑣁.


The little girl sat on the edge of her bed, staring at the blank wall in front of her.

She had been sitting there for hours, unmoving.

Her parents had tried to talk to her, but she wouldn't respond.

They had taken her to the doctor, but the doctor couldn't find anything wrong with her.

The little girl was in a state of shock.

Her best friend had died just a few days ago, and she couldn't seem to come to terms with it.

She felt like a part of her had died, and she didn't know how to go on without her friend.

The little girl's parents knew that she needed time to grieve, so they gave her space.

They let her come and go as she pleased, and they didn't pressure her to talk about her feelings.

They knew that she would eventually come to terms with her grief, and they were there for her when she did.

One day, the little girl came home from school and went straight to her room.

She stared at the blank wall for a long time, and then she started to cry.

𑢹𑣃𑣑𑣂𑣓𑣋 𑣌𑣃𑣆 𑣙𑣉𑣓 𑣘𑣁𑣜𑣌𑣉𑣖 𑣜𑣈𑣅𑣁 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣔𑣃𑣗 𑣌𑣁𑣕𑣈 𑣞𑣁𑣖𑣓𑣁 𑣜𑣈𑣅𑣁 𑣌𑣙𑣁𑣚𑣂 𑣋𑣂𑣓𑣂𑣚𑣈 𑣓𑣈𑣚 𑣕𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣈𑣓𑣕𑣁 𑣜𑣈 𑣉𑣓𑣒𑣁 𑣔𑣃𑣗𑣈 𑣅𑣁𑣓𑣁, 𑣌𑣁 𑣙𑣈𑣚𑣉 𑣌𑣁𑣕𑣈.

𑢡𑣅𑣈 𑣁𑣗𑣂𑣗𑣁𑣗𑣁𑣌 𑣌𑣂𑣓 𑣁𑣅𑣈 𑣚𑣉𑣎𑣁𑣋𑣁𑣜 𑣕𑣈𑣅𑣁 𑣌𑣂𑣓 𑣏𑣈𑣞𑣒𑣁 𑣌𑣈𑣑𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣅𑣈 𑣌𑣁𑣙𑣁 𑣌𑣁𑣎𑣂 𑣜𑣃𑣙𑣈 𑣅𑣁.

𑢡𑣌𑣂𑣓 𑣁𑣅𑣈 𑣌𑣈 𑣑𑣁𑣌𑣒𑣉𑣜 𑣕𑣕𑣁 𑣌𑣂𑣓 𑣆𑣔𑣂 𑣌𑣂𑣅𑣈, 𑣖𑣈𑣓𑣔𑣉 𑣑𑣁𑣌𑣒𑣉𑣜𑣉 𑣌𑣁𑣙𑣁 𑣓𑣁𑣖 𑣌𑣈𑣑𑣁 𑣏𑣈𑣓𑣁 𑣏𑣂𑣌𑣈 𑣌𑣁𑣓 𑣕𑣈𑣅𑣁.

𑢹𑣃𑣑𑣂𑣓𑣋 𑣙𑣉 𑣎𑣁𑣒𑣌𑣁 𑣌𑣁𑣓 𑣚𑣈𑣌𑣁𑣓 𑣉𑣗𑣉𑣞𑣕𑣁 𑣜𑣈 𑣖𑣈𑣓𑣁𑣆𑣅𑣈.

𑢡𑣅𑣁 𑣗𑣃𑣋𑣂 𑣎𑣃𑣑𑣂 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣔𑣂𑣓 𑣁𑣅𑣜 𑣜𑣈𑣋𑣈 𑣗𑣁𑣓𑣋𑣁𑣆𑣅𑣈𑣅𑣁𑣓𑣁, 𑣁𑣜 𑣁𑣅𑣈 𑣈𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣌𑣁𑣙𑣁 𑣜𑣂𑣓𑣋 𑣔𑣁𑣆 𑣕𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣁𑣅𑣁 𑣙𑣂𑣞𑣞𑣁 𑣗𑣁𑣓𑣉 𑣚𑣈𑣌𑣁 𑣁𑣔𑣁𑣅𑣈 𑣕𑣁𑣓𑣁, 𑣁𑣜 𑣁𑣅𑣈 𑣌𑣁𑣙𑣁 𑣔𑣁 𑣔𑣁𑣆𑣅𑣈 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣁𑣅𑣁 𑣎𑣃𑣐 𑣗𑣂𑣓𑣁 𑣏𑣂𑣚𑣌𑣈 𑣕𑣁𑣆𑣓𑣈.

𑢡𑣅𑣁 𑣁𑣗𑣂𑣙𑣁𑣗𑣌 𑣌𑣂𑣓 𑣁𑣔𑣅𑣈 𑣕𑣁𑣓𑣁 𑣌𑣂𑣓 𑣏𑣂 𑣁𑣅𑣈 𑣑𑣃𑣌𑣃𑣓 𑣕𑣈𑣅𑣁 𑣞𑣉𑣖𑣉𑣅𑣈 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣓𑣁, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣎𑣁𑣋𑣁 𑣌𑣂𑣓 𑣈𑣖𑣁𑣆𑣅𑣈.

𑢡𑣌𑣂𑣓 𑣈𑣓𑣌𑣁 𑣋𑣈 𑣌𑣂𑣓 𑣙𑣃𑣎𑣃 𑣞𑣈𑣓𑣉 𑣆𑣏𑣂 𑣕𑣁𑣓𑣁 𑣏𑣂𑣚𑣌𑣈 𑣁𑣅𑣈 𑣜𑣁𑣞𑣁𑣉𑣁, 𑣁𑣌𑣂𑣓 𑣎𑣉𑣜𑣂 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣁𑣅𑣁 𑣇𑣑𑣃 𑣎𑣁𑣋𑣁𑣜𑣈 𑣚𑣁𑣋𑣂𑣑.

𑢡𑣌𑣂𑣓 𑣁𑣔𑣁𑣓𑣁 𑣁𑣅𑣈 𑣏𑣂𑣖𑣕𑣈 𑣜𑣈𑣅𑣉 𑣁𑣅𑣁 𑣔𑣃𑣌𑣃𑣆 𑣕𑣈 𑣉𑣚𑣁, 𑣁𑣜 𑣁𑣌𑣂𑣓 𑣁𑣅𑣈 𑣚𑣉 𑣌𑣂𑣓 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣏𑣂𑣖𑣕𑣈 𑣙𑣃𑣎𑣃𑣁.

𑢶𑣃𑣞𑣂𑣓𑣋, 𑣙𑣃𑣑𑣂𑣓𑣋 𑣌𑣃𑣆 𑣙𑣉𑣓 𑣆𑣞𑣌𑣃𑣚𑣈 𑣕𑣈 𑣙𑣃𑣎𑣁𑣓 𑣏𑣁𑣓𑣁𑣗 𑣞𑣉𑣎𑣈 𑣁𑣅𑣁 𑣌𑣁𑣖𑣜𑣁 𑣜𑣈 𑣞𑣈𑣓𑣉 𑣅𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣔𑣃𑣁𑣜 𑣗𑣁𑣓𑣔 𑣌𑣁𑣕𑣈 𑣘𑣁𑣜𑣌𑣉𑣖 𑣜𑣈 𑣔𑣃𑣗𑣈 𑣅𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣞𑣁𑣖𑣁 𑣋𑣂𑣓𑣂𑣚 𑣌𑣈 𑣈𑣞𑣃 𑣋𑣁𑣑𑣂 𑣚𑣁𑣋𑣈𑣑𑣈 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁 𑣁𑣜 𑣜𑣁𑣁𑣅𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣑𑣁.


In the words of William Wordsworth, “The child is the father of the man.”

This means that the experiences and relationships we have in childhood shape who we become as adults.

Our parents, siblings, and friends teach us about the world and how to interact with it.

They also help us develop our values and beliefs.

The relationships we form in childhood can have a lasting impact on our emotional well-being and our ability to form healthy relationships in adulthood.

Of course, not all childhood experiences are positive.

Some children are raised in homes where they experience neglect, abuse, or other forms of trauma.

These experiences can have a devastating impact on a child's development.

However, even in the most difficult circumstances, children can find ways to overcome their challenges and thrive.

The child is the father of the man, but the man is also the father of the child.

As we grow older, we have the opportunity to learn from our experiences and to make choices that will help us become the kind of people we want to be.

We can choose to be kind, compassionate, and understanding.

We can choose to make a difference in the world.

𑢿𑣂𑣚𑣂𑣙𑣉𑣖 𑣌𑣁𑣎𑣂 𑣚𑣂𑣌𑣁𑣕𑣈, 𑣙𑣃𑣛𑣂𑣊 𑣙𑣉𑣓 𑣋𑣈 𑣁𑣘𑣃𑣙𑣈𑣄 𑣙𑣉𑣓 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣖𑣁𑣓𑣈 𑣙𑣉𑣗𑣁𑣙 𑣕𑣁𑣓𑣁.

𑣙𑣃𑣛𑣂𑣊 𑣞𑣉𑣖𑣉𑣅𑣈 𑣜𑣈𑣅𑣁 𑣉𑣗𑣂𑣋𑣂𑣀𑣙𑣉𑣕𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣋𑣆 𑣉𑣌𑣉𑣓𑣁 𑣁𑣗𑣃𑣙𑣈𑣄 𑣗𑣉𑣅𑣉𑣞 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑣁𑣗𑣃𑣙𑣈𑣄 𑣆𑣀𑣋𑣁 𑣁𑣘𑣃 𑣗𑣁𑣜𑣈𑣍 𑣖𑣂𑣞𑣂𑣍 𑣉𑣓𑣑𑣉𑣄 𑣎𑣃𑣛𑣂 𑣌𑣉 𑣞𑣁𑣗𑣈 𑣁𑣗𑣃 𑣔𑣂𑣞𑣃𑣖 𑣗𑣂𑣞𑣉𑣅𑣈 𑣜𑣈 𑣏𑣂𑣚𑣂𑣌𑣈𑣗𑣃 𑣎𑣁𑣋𑣁𑣜𑣁 𑣈𑣓𑣁𑣋𑣈 𑣖𑣁𑣜𑣞𑣁𑣚𑣈 𑣕𑣓𑣁 .

𑣁𑣌𑣉 𑣁𑣗𑣃𑣙𑣈𑣄 𑣋𑣉𑣓𑣉𑣀 𑣗𑣂𑣞𑣁𑣞 𑣆𑣔𑣂𑣌𑣁𑣕𑣈 𑣗𑣂𑣌𑣁𑣞 𑣜𑣈𑣅𑣉 𑣞𑣁𑣙𑣁𑣎 𑣔𑣈𑣀𑣋𑣁 𑣈𑣖𑣈𑣅𑣁.

𑣙𑣃𑣛𑣂𑣊 𑣞𑣉𑣖𑣉𑣅𑣈 𑣜𑣈 𑣁𑣗𑣃 𑣗𑣆𑣚𑣈𑣑 𑣞𑣁𑣋𑣆 𑣟𑣛𑣃𑣄 𑣟𑣘𑣃𑣛𑣃𑣄 𑣎𑣉𑣜𑣉𑣊 𑣞𑣂𑣕𑣃𑣊 𑣉𑣓𑣑𑣉𑣄 𑣗𑣉𑣅𑣉𑣞 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣞𑣁𑣋𑣆 𑣗𑣆𑣓𑣈 .

𑣈𑣓𑣜𑣈𑣅𑣉 𑣋𑣈, 𑣙𑣃𑣛𑣂𑣊 𑣞𑣉𑣖𑣉𑣙𑣈 𑣜𑣈𑣅𑣁 𑣞𑣁𑣗𑣈 𑣟𑣛𑣃𑣄 𑣗𑣁𑣐𑣂𑣙𑣈.

𑣔𑣉 𑣗𑣁𑣓𑣉𑣋𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣊 𑣙𑣉𑣓𑣌𑣉 𑣉𑣙𑣁𑣄 𑣜𑣈 𑣁𑣌𑣉 𑣉𑣗𑣉𑣙𑣈𑣛𑣁 𑣌𑣁𑣒𑣂𑣌 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁𑣜𑣁𑣗 𑣙𑣁𑣅𑣁𑣖 𑣌𑣉 𑣟𑣛𑣃𑣄 𑣆𑣏𑣂𑣌𑣉𑣙𑣁.

𑣓𑣈𑣓 𑣟𑣛𑣃𑣄 𑣌𑣉 𑣙𑣉𑣓 𑣌𑣉𑣙𑣁𑣄 𑣗𑣂𑣌𑣁𑣞 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣌𑣁𑣜𑣁𑣗 𑣘𑣉𑣜𑣗𑣁𑣗 𑣙𑣉𑣗𑣁𑣙𑣉𑣙𑣁.

𑣈𑣓𑣜𑣈𑣅𑣉 𑣈𑣓𑣚𑣈𑣌𑣁𑣓 𑣘𑣃𑣜𑣈𑣄 𑣈𑣑𑣌𑣈𑣑𑣈𑣐𑣈 𑣘𑣉𑣜𑣂𑣞𑣕𑣂𑣕𑣂, 𑣙𑣉𑣓 𑣌𑣉 𑣁𑣌𑣉 𑣁𑣌𑣉𑣄𑣁 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣟𑣛𑣃𑣄 𑣕𑣈𑣌𑣉 𑣘𑣆𑣒𑣈𑣙𑣈 .

𑣙𑣉𑣓 𑣖𑣂𑣓𑣑𑣉 𑣁𑣘𑣃𑣙𑣈𑣄 𑣙𑣉𑣓 , 𑣈𑣓𑣕𑣈𑣜𑣈𑣙𑣉 𑣈𑣓𑣙𑣉𑣓𑣉𑣋𑣈 𑣙𑣉𑣓𑣁𑣄 𑣁𑣘𑣃 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁.

𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣃 𑣞𑣁𑣗𑣈𑣓 𑣗𑣃𑣛𑣈𑣙𑣉𑣙𑣁𑣗𑣃 , 𑣁𑣗𑣃𑣙𑣈𑣄 𑣈𑣕𑣉𑣕𑣈𑣋𑣈 𑣙𑣉𑣓𑣌𑣉𑣗𑣃 𑣈𑣕𑣉𑣌𑣉𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣓𑣁𑣀 𑣁𑣗𑣃 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈𑣋𑣈 𑣙𑣉𑣓 𑣌𑣉 𑣜𑣁𑣀𑣞𑣁𑣓 𑣕𑣈𑣅𑣁 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁 .

𑣁𑣗𑣃𑣙𑣈𑣄 𑣔𑣁𑣅𑣁 ,𑣔𑣁𑣅𑣁𑣓 𑣉𑣓𑣑𑣉𑣄 𑣞𑣉𑣘𑣃𑣖𑣎𑣁𑣉 𑣜𑣈 𑣗𑣃𑣋𑣂𑣓 𑣗𑣃 𑣞𑣁𑣚𑣁𑣅𑣁 .

𑣁𑣗𑣃 𑣔𑣃𑣓𑣂𑣙𑣈 𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣙𑣈 𑣘𑣉𑣜𑣂𑣗𑣉𑣜𑣕𑣉𑣓 𑣁𑣋𑣃𑣔𑣆𑣙𑣈𑣄.


In today's fast-paced world, it seems like good manners are becoming a thing of the past.

People are more concerned with their own self-interests than with being polite and respectful to others.

This is a shame, because good manners are essential for creating a harmonious and productive society.

There are many different types of good manners, but some of the most important ones include being polite, respectful, and considerate of others.

It is also important to be honest, trustworthy, and responsible.

When people behave in a polite and respectful manner, it creates a positive atmosphere and makes everyone feel more comfortable.

Unfortunately, good manners are not always taught in schools.

This is a missed opportunity, because good manners can help children to develop into well-rounded and successful adults.

Parents can play a role in teaching their children good manners by setting a good example, by talking to them about the importance of politeness, and by providing them with opportunities to practice good manners.

There are many benefits to having good manners.

People who are polite and respectful are more likely to be successful in their personal and professional lives.

They are also more likely to have happy and fulfilling relationships.

𑣌𑣃𑣂 𑣙𑣉𑣓 𑣚𑣉𑣄 𑣓𑣘𑣁𑣖𑣈𑣅𑣓𑣁𑣈𑣒𑣁𑣙 𑣔𑣉𑣙𑣛𑣉

𑢵𑣂𑣞𑣂𑣓𑣋𑣈 𑣕𑣈𑣎 𑣋𑣁𑣕𑣂 𑣔𑣃𑣓𑣂𑣁 𑣜𑣈, 𑣈𑣓𑣌𑣁 𑣁𑣔𑣁𑣉 𑣕𑣁𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣞𑣈𑣓𑣉 𑣅𑣁𑣓 𑣞𑣉𑣖𑣉𑣅𑣈 𑣜𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣕𑣁𑣓𑣁.

𑢹𑣉 𑣌𑣉 𑣁𑣌𑣉𑣁 𑣓𑣂𑣎𑣂 𑣞𑣉𑣙𑣁𑣜𑣕 𑣚𑣁𑣋𑣈𑣑 𑣘𑣃𑣜𑣈 𑣏𑣂𑣓𑣕𑣁 𑣜𑣈 𑣖𑣈𑣓𑣁 𑣌𑣉𑣁 𑣑𑣁𑣅𑣁𑣚𑣃 𑣁𑣜 𑣈𑣒𑣁 𑣌𑣉 𑣞𑣉𑣖𑣖𑣁𑣓 𑣌𑣉 𑣗𑣁𑣋𑣈 𑣌𑣁𑣕𑣈.

𑢳𑣈𑣓𑣁 𑣋𑣂𑣅𑣃𑣖 𑣜𑣈𑣅𑣁 𑣌𑣁𑣎𑣂, 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣁𑣙𑣁𑣜 𑣔𑣉𑣜𑣌𑣁𑣜 𑣈𑣋𑣅𑣁 𑣞𑣁𑣓𑣎𑣃𑣌𑣕 𑣁𑣜 𑣇𑣕𑣘𑣁𑣔𑣌 𑣞𑣁𑣖𑣁𑣎 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈 𑣈𑣒𑣁 𑣚𑣈𑣌𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣌𑣉 𑣖𑣈𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈 𑣕𑣈 𑣗𑣁𑣐𑣂𑣅𑣈 𑣕𑣁𑣓𑣁 𑣔𑣁𑣅𑣁𑣚𑣃, 𑣞𑣁𑣖𑣖𑣁𑣓 𑣈𑣖𑣈 𑣕𑣈𑣅𑣁 𑣁𑣜 𑣈𑣒𑣁 𑣌𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣓𑣋 𑣕𑣈𑣅𑣁.

𑢨𑣓𑣁 𑣚𑣉 𑣕𑣈 𑣆𑣖𑣁𑣓𑣔𑣁𑣜, 𑣗𑣙𑣁𑣜𑣉𑣞𑣈𑣖𑣁𑣓𑣔 𑣁𑣜 𑣎𑣂𑣖𑣈𑣗𑣁𑣜 𑣕𑣁𑣆 𑣕𑣈𑣅𑣁.

𑢯𑣂𑣖𑣕𑣈 𑣙𑣉 𑣌𑣉 𑣔𑣁𑣅𑣁𑣚𑣃 𑣁𑣜 𑣞𑣉𑣖𑣓𑣎𑣁𑣓𑣌 𑣕𑣈𑣌𑣉 𑣗𑣈𑣗𑣙𑣁𑣜𑣈 𑣅𑣁, 𑣈𑣓𑣁 𑣗𑣁𑣋𑣂𑣓 𑣖𑣁𑣙𑣉𑣚𑣈 𑣕𑣁𑣆 𑣅𑣈 𑣁𑣜 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉 𑣌𑣉 𑣈𑣓𑣕𑣁 𑣜𑣈 𑣗𑣃𑣋𑣂 𑣌𑣉 𑣁𑣔𑣁𑣅𑣁.

𑢾𑣁𑣜𑣂 𑣌𑣁𑣎𑣂, 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣆𑣞𑣌𑣃𑣚 𑣜𑣈 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣌𑣁𑣌𑣉 𑣈𑣕𑣉 𑣌𑣉𑣁.

𑢳𑣈𑣓𑣁 𑣖𑣉𑣌𑣁 𑣘𑣉𑣏𑣁 𑣅𑣁𑣓 𑣕𑣈𑣅𑣁 𑣕𑣁𑣓𑣁, 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣕𑣈𑣋𑣈 𑣙𑣉𑣓 𑣌𑣉 𑣇𑣓𑣕𑣁𑣕𑣂 𑣜𑣈 𑣔𑣈𑣓𑣋𑣁 𑣌𑣉 𑣓𑣁𑣖𑣈𑣅𑣁 𑣁𑣜 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣕𑣁𑣆𑣅𑣉 𑣁.

𑢡𑣗𑣂𑣗𑣙𑣁𑣗𑣁𑣌 𑣌𑣉 𑣁𑣌𑣉𑣁 𑣙𑣉𑣓 𑣌𑣉 𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣈 𑣌𑣉𑣁 𑣌𑣉 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣗𑣈𑣗𑣙𑣁𑣜 𑣗𑣃𑣋𑣂𑣓 𑣌𑣁𑣎𑣂 𑣌𑣉 𑣇𑣔𑣃𑣗 𑣌𑣁𑣕𑣈, 𑣁𑣌𑣉 𑣚𑣉 𑣔𑣁𑣅𑣁𑣚𑣃 𑣜𑣈 𑣖𑣉𑣙𑣉𑣖𑣕𑣗𑣁 𑣞𑣉𑣖𑣎𑣁𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑣖𑣉𑣌𑣁 𑣈𑣖𑣁 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣜𑣈 𑣁𑣗𑣈𑣙𑣁𑣞𑣈 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣙𑣁𑣜 𑣈𑣕𑣉𑣓 𑣚𑣁𑣋𑣂𑣑.

𑢹𑣉 𑣌𑣉 𑣔𑣁𑣅𑣁𑣚𑣃 𑣁𑣜 𑣞𑣉𑣖𑣖𑣁𑣓 𑣌𑣉 𑣈𑣖𑣈 𑣜𑣈 𑣁𑣌𑣉𑣁 𑣓𑣂𑣎𑣂 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣘𑣃𑣜𑣈 𑣞𑣁𑣘𑣚𑣕𑣁 𑣌𑣉 𑣓𑣁𑣖𑣈𑣅𑣁.

𑢡𑣌𑣉 𑣕𑣁 𑣜𑣈𑣋𑣈 𑣜𑣁𑣓𑣞𑣁 𑣁𑣜 𑣎𑣁𑣓 𑣌𑣁𑣖𑣂 𑣗𑣁𑣓𑣉 𑣕𑣈𑣅𑣁 𑣞𑣁𑣋𑣆 𑣕𑣁𑣆𑣓𑣈.


A career is a sequence of related jobs and experiences that span a significant period of time, typically within the same field.

A career can be defined by one's occupation, but it is more than just a job.

It is also about the person's values, interests, and goals.

A career is something that people build over time, and it is often shaped by their experiences and education.

There are many different factors to consider when choosing a career.

Some of the most important include your interests, skills, values, and goals.

It is also important to think about your personality and how it will fit into a particular career.

Once you have considered all of these factors, you can start to narrow down your options and research different careers.

If you are not sure what you want to do with your life, there are a few things you can do to help you figure it out.

First, talk to people who are working in different fields.

You can also do some research online or at the library to learn more about different careers.

Another option is to take a career assessment test.

These tests can help you identify your strengths and weaknesses and match you with careers that might be a good fit for you.

𑢳𑣚𑣁 𑣓𑣉𑣌𑣉𑣜𑣂 𑣉𑣓𑣑𑣉𑣄 𑣞𑣈𑣅𑣁𑣀 𑣖𑣃𑣜𑣃𑣂 𑣎𑣋𑣁𑣜 𑣎𑣓𑣁𑣋𑣁𑣜 𑣋𑣈 𑢬𑣈𑣜𑣂𑣉𑣜 𑣏𑣂 𑣎𑣂𑣗𑣉𑣓 𑣎𑣂𑣗𑣂𑣌𑣁 𑣗𑣃𑣜𑣕𑣂 𑣌𑣉 𑣖𑣈𑣕𑣁 𑣕𑣁𑣓, 𑣉𑣌𑣉𑣓𑣁 𑣔𑣂𑣚𑣁𑣊 𑣇𑣚𑣁𑣊 𑣗𑣉𑣏𑣉𑣜 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣓𑣁𑣚𑣁 𑣘𑣆𑣒𑣂 𑣌𑣃𑣜𑣃𑣑𑣃𑣜𑣃 𑣞𑣁𑣗𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣞𑣉𑣖𑣁𑣓 𑣋𑣈𑣅𑣁.

𑢬𑣈𑣜𑣂𑣉𑣜 𑣔𑣉 𑣖𑣈𑣓𑣑𑣉 𑣙𑣉𑣉𑣄'𑣄 𑣘𑣆𑣒𑣂 𑣋𑣈 𑣌𑣁𑣎𑣂 𑣖𑣁𑣜𑣞𑣙𑣁𑣚𑣈𑣙𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣓𑣁 𑣓𑣁𑣚𑣁 𑣏𑣁𑣌𑣂𑣜𑣂 𑣞𑣃𑣓𑣈𑣊 𑣔𑣉 𑣗𑣁𑣓𑣉𑣋𑣈.

𑢳𑣈𑣓𑣁 𑣙𑣉𑣛𑣌𑣉𑣁 𑣋𑣉𑣓𑣉𑣊 , 𑣞𑣓𑣁𑣊 𑣉𑣓𑣑𑣉𑣄 𑣚𑣉𑣌𑣞 𑣗𑣂𑣞𑣉𑣅 𑣅𑣉 𑣋𑣈.

𑢬𑣈𑣜𑣂𑣉𑣜 𑣖𑣂𑣓𑣑𑣉𑣙 𑣈𑣓𑣌𑣁𑣓 𑣋𑣂𑣓𑣂𑣞, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣙𑣉𑣉𑣛𑣌𑣉 𑣞𑣉𑣖𑣁𑣅 𑣚𑣉𑣙 𑣌𑣉 𑣗𑣆 𑣔𑣆𑣅𑣈, 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣙𑣉𑣉𑣛 𑣌𑣉𑣗𑣁 𑣞𑣈𑣅𑣁𑣀-𑣖𑣃𑣜𑣃𑣂 𑣁𑣜 𑣘𑣁𑣛𑣁𑣉 𑣌𑣈𑣎𑣁 𑣆𑣔𑣂 𑣌𑣈𑣙 𑣕𑣈𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢬𑣈𑣜𑣂𑣉𑣜 𑣞𑣁𑣚𑣁 𑣕𑣁𑣓 𑣞𑣉𑣖𑣁𑣅 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣁𑣚𑣁𑣋𑣁 𑣁𑣚𑣁𑣋𑣁 𑣌𑣁𑣛𑣉𑣐 𑣗𑣂𑣏𑣈𑣜 𑣖𑣈𑣓𑣁𑣙.

𑢯𑣂𑣖𑣂𑣅𑣈𑣊 𑣋𑣃𑣜𑣃𑣕𑣘𑣃𑣜𑣓𑣉 𑣎𑣁𑣋𑣁𑣜 𑣗𑣂𑣕𑣈𑣜 𑣕𑣈 𑣁𑣗𑣈𑣓𑣁𑣙 𑣞𑣓𑣁𑣊 , 𑣈𑣕𑣉, 𑣋𑣉𑣐𑣉𑣊 𑣉𑣓𑣑𑣉𑣄 𑣚𑣉𑣌𑣞𑣉 𑣌𑣉 𑣕𑣚𑣁𑣓𑣁.

𑢡𑣗𑣈𑣓 𑢡𑣗𑣈𑣓𑣁𑣙 𑣓𑣂𑣎𑣉 𑣗𑣈𑣌𑣕𑣂𑣕𑣉 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣏𑣂𑣖𑣂𑣅𑣈𑣊 𑣌𑣈𑣜𑣂𑣉𑣜 𑣏𑣂𑣚𑣂𑣌𑣈𑣕𑣈 𑣚𑣂𑣒 𑣙𑣉𑣗𑣁𑣓𑣁 𑣈𑣓 𑣗𑣂𑣞𑣁𑣅 𑣜𑣈 𑣈𑣞𑣃 𑣋𑣃𑣜𑣃𑣕 𑣜𑣃𑣘 𑣕𑣈 𑣇𑣛𑣃𑣄 𑣋𑣉𑣜𑣉𑣎 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣞𑣉𑣗𑣈𑣓 𑣌𑣁𑣜𑣉𑣐 𑣌𑣉 𑣗𑣂𑣏𑣈𑣜 𑣕𑣁𑣅𑣉𑣖 𑣜𑣈 𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣙 𑣞𑣁𑣓𑣁𑣊 𑣞𑣁𑣚𑣁 𑣉𑣓𑣑𑣉𑣄 𑣉𑣛𑣉𑣄 𑣆𑣘𑣁𑣓 𑣆𑣘𑣁𑣓 𑣌𑣈𑣜𑣂𑣉𑣜 𑣌𑣉𑣎𑣁𑣜 𑣈𑣅𑣉𑣗𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣙 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣏𑣂𑣓𑣁𑣄 𑣗𑣈𑣓 𑣏𑣂𑣌𑣈𑣅𑣈𑣕𑣈 𑣞𑣁𑣓𑣁𑣊 𑣕𑣁𑣓𑣁 𑣁𑣗𑣈𑣓 𑣋𑣈 𑣓𑣂𑣞𑣏𑣂𑣕 𑣗𑣁𑣀𑣗𑣈𑣓 𑣜𑣈𑣔 𑣈𑣓 𑣙𑣉𑣜𑣁 𑣞𑣁𑣚𑣁𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣈𑣓𑣜𑣈 𑣆𑣓𑣁𑣊𑣋𑣁𑣄 𑣁𑣗𑣈𑣓 𑣁𑣗𑣂𑣓𑣁𑣄 𑣎𑣂𑣗𑣌𑣓𑣜𑣈 𑣁𑣓𑣁𑣞𑣃𑣚 𑣙𑣃𑣜𑣁𑣗𑣈𑣓 𑣗𑣆𑣔𑣆𑣙𑣈 .

𑣈𑣅𑣉𑣗𑣜𑣈 𑣁𑣚𑣁𑣋𑣁 𑣁𑣚𑣋𑣁 𑣙𑣉𑣜𑣁 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣕𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣉𑣄 𑣎𑣁𑣋𑣁𑣜 𑣎𑣁𑣘𑣁𑣜 𑣗𑣈𑣓.

𑣁𑣓𑣁𑣞𑣃𑣚 𑣙𑣉𑣜𑣁 𑣏𑣂𑣕𑣁𑣓𑣜𑣈 𑣘𑣃𑣜𑣈𑣄 𑣕𑣈 𑣘𑣉𑣜𑣈𑣄 𑣞𑣈𑣀𑣞𑣁 𑣙𑣉𑣜𑣁 𑣓𑣁𑣖 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣚𑣆𑣓 𑣌𑣁 𑣌𑣁𑣜𑣈𑣔𑣉 𑣌𑣂𑣕𑣈𑣗 𑣗𑣁𑣀𑣔𑣂 𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣘𑣁𑣛𑣁𑣉 𑣗𑣃𑣞𑣈𑣜𑣈𑣗𑣈𑣓 .

𑣈𑣓𑣈𑣅𑣈𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣜𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣁𑣗𑣈𑣓 𑣁𑣘𑣁𑣞𑣃𑣚 𑣜𑣈𑣄𑣁 𑣗𑣂𑣛𑣈𑣉 𑣌𑣉 𑣈𑣖𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 .

𑣓𑣈𑣓 𑣗𑣂𑣛𑣈𑣉 𑣌𑣉𑣜𑣈 𑣁𑣗𑣂𑣓𑣁𑣄 𑣘𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣌𑣉𑣖𑣎𑣉𑣜 𑣌𑣉𑣗𑣈𑣓 𑣁𑣒𑣁𑣌𑣁𑣜 𑣔𑣆𑣙𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣈𑣓 𑣚𑣁𑣋𑣂𑣑 𑣗𑣁𑣐𑣂𑣙𑣈𑣓 𑣁𑣓𑣁𑣞𑣃𑣚 𑣙𑣉𑣜𑣁 𑣌𑣉𑣗𑣈𑣓 𑣞𑣁𑣚𑣁 𑣏𑣁𑣘𑣂 𑣔𑣆𑣙𑣈𑣄.


A healthy lifestyle is one that promotes physical, mental, and emotional well-being.

It includes eating a healthy diet, getting regular exercise, and getting enough sleep.

It also means avoiding harmful substances like tobacco and alcohol.

There are many benefits to living a healthy lifestyle.

People who eat a healthy diet and exercise regularly are less likely to develop chronic diseases like heart disease, stroke, type 2 diabetes, and cancer.

They are also more likely to have a healthy weight, which can improve their mood and energy levels.

In addition to the physical benefits, a healthy lifestyle can also have a positive impact on mental health.

People who exercise regularly are more likely to have better self-esteem and cope better with stress.

They are also less likely to experience depression and anxiety.

If you are looking to improve your overall health and well-being, making some changes to your lifestyle is a great place to start.

Start by making small changes, such as eating one more serving of fruits or vegetables each day or walking for 30 minutes three times a week.

As you get used to these changes, you can start to make more significant changes.

Making a healthy lifestyle change is not always easy, but it is worth it.

𑢶𑣂𑣅𑣑 𑣞𑣃𑣋𑣛 𑣁𑣓𑣁𑣞𑣃𑣚 𑣈𑣓𑣁 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑣙𑣉𑣛𑣖𑣉, 𑣖𑣉𑣓 𑣁𑣜 𑣗𑣂𑣏𑣜 𑣚𑣈𑣌𑣁𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣘𑣓𑣆𑣒𑣂𑣄 𑣌𑣉 𑣕𑣈𑣜𑣞𑣁𑣅𑣁.

𑢳𑣈𑣓 𑣜𑣈 𑣞𑣃𑣋𑣛 𑣎𑣉𑣖-𑣓𑣃𑣇, 𑣎𑣁𑣉𑣋𑣈 𑣌𑣉𑣞𑣜𑣉𑣕𑣈𑣓 𑣕𑣈𑣅𑣄 𑣉𑣛𑣉𑣄 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣔𑣃𑣇𑣖𑣈𑣑𑣈𑣓 𑣕𑣈𑣅𑣄 𑣖𑣂𑣞𑣁𑣙 𑣌𑣓𑣁.

𑢨𑣓𑣁 𑣖𑣁𑣓𑣈 𑣝𑣃𑣌𑣃𑣚 𑣉𑣓𑣑𑣉𑣄 𑣁𑣜𑣌𑣂 𑣚𑣈𑣌𑣓 𑣙𑣁𑣆𑣓 𑣕𑣈𑣅𑣄 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣈𑣕𑣈 𑣗𑣓𑣏𑣁𑣉𑣓 𑣕𑣈𑣅𑣄𑣉 𑣖𑣈𑣓𑣄.

𑢾𑣃𑣋𑣛 𑣚𑣈𑣌𑣁𑣕𑣈 𑣁𑣞𑣃𑣚-𑣁𑣘𑣁𑣞𑣃𑣚 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣚𑣘𑣁 𑣖𑣈𑣓𑣄.

𑢩𑣌𑣉𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣃𑣋𑣂𑣓𑣄 𑣌𑣉 𑣎𑣉𑣖-𑣓𑣃𑣇 𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣁𑣉𑣋𑣈 𑣌𑣉 𑣌𑣉𑣞𑣜𑣉𑣕𑣈𑣓 𑣕𑣓𑣁 𑣁𑣌𑣉 𑣙𑣖𑣞𑣁 𑣜𑣈𑣅𑣄 𑣜𑣉𑣋𑣁, 𑣈𑣞𑣒𑣜𑣉𑣌, 𑣒𑣁𑣆𑣘 - 𑣢 𑣏𑣂𑣓𑣂 𑣜𑣉𑣋𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣈𑣀𑣞𑣁𑣜 𑣚𑣈𑣌𑣓 𑣘𑣘𑣁𑣜𑣂 𑣜𑣉𑣋𑣁 𑣌𑣉 𑣘𑣃𑣜𑣄 𑣌𑣁 𑣗𑣛𑣁𑣉𑣄 𑣁𑣄.

𑢡𑣌𑣂𑣊'𑣄 𑣞𑣃𑣋𑣛 𑣙𑣉𑣖𑣉𑣙 𑣜𑣈𑣅𑣄 𑣉𑣎𑣉𑣓 𑣗𑣛𑣁𑣉 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄, 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑣁𑣌𑣂𑣊'𑣄 𑣖𑣃𑣇𑣑 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈'𑣄 𑣜𑣈𑣅𑣄 𑣞𑣈𑣓𑣈𑣕𑣉 𑣜𑣈 𑣞𑣃𑣔𑣁𑣜 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢹𑣉𑣛𑣖𑣉 𑣜𑣈𑣅𑣄 𑣚𑣘𑣁 𑣗𑣋𑣈 𑣌𑣈𑣙𑣕𑣈, 𑣖𑣂𑣅𑣑 𑣞𑣃𑣋𑣛 𑣁𑣓𑣁𑣞𑣃𑣚, 𑣖𑣉𑣓 𑣜𑣈𑣅𑣄 𑣞𑣃𑣋𑣛 𑣜𑣈𑣅𑣉𑣙 𑣗𑣃𑣋𑣂𑣓 𑣇𑣞𑣃𑣜𑣄 𑣈𑣖 𑣔𑣆𑣅𑣄.

𑢩𑣌𑣉𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣎𑣁𑣉𑣋𑣈 𑣌𑣉 𑣌𑣉𑣞𑣜𑣉𑣕𑣈𑣓 𑣕𑣓𑣁, 𑣁𑣌𑣉'𑣄 𑣓𑣂𑣎𑣉𑣜𑣄 𑣖𑣁𑣁𑣓-𑣖𑣓𑣁𑣕𑣂𑣊 𑣞𑣃𑣋𑣛𑣉𑣄 𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉𑣈 𑣕𑣈 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈𑣌𑣉 𑣗𑣓𑣏𑣁𑣉 𑣔𑣆𑣅𑣄.

𑢡𑣌𑣉 𑣜𑣈 𑣔𑣃𑣌𑣃 𑣉𑣓𑣑𑣉𑣄 𑣇𑣛𑣓𑣛𑣃𑣄 𑣜𑣈𑣅𑣄 𑣁𑣒𑣌𑣜𑣓 𑣙𑣉𑣗𑣓 𑣕𑣈𑣅𑣄 𑣌𑣉𑣖 𑣋𑣈 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢮𑣉𑣔𑣂 𑢶 𑣁𑣘𑣓𑣄 𑣞𑣗𑣈𑣓 𑣓𑣘𑣁𑣅𑣓 𑣁𑣜 𑣗𑣃𑣋𑣂𑣓 𑣘𑣓𑣆𑣒𑣂 𑣜𑣈 𑣞𑣃𑣔𑣁𑣜𑣈𑣖 𑣞𑣓𑣀 𑣕𑣓𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣁𑣘𑣓𑣄 𑣁𑣓𑣁𑣞𑣃𑣚 𑣘𑣓𑣆𑣒𑣂 𑣜𑣈 𑣎𑣉𑣌𑣁 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣁𑣋𑣃𑣆 𑣚𑣋𑣂𑣑 𑣞𑣃𑣋𑣛 𑣒𑣅𑣑 𑣕𑣓𑣁.

𑢹𑣃𑣛𑣂𑣊 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉𑣕𑣈 𑣈𑣒𑣈𑣄 𑣖𑣈, 𑣎𑣈𑣖𑣉𑣓 𑣎𑣁𑣉𑣋𑣈 𑣖𑣂𑣅𑣑 𑣁𑣅𑣕𑣈 𑣚𑣓𑣄 𑣎𑣉 𑣁𑣜 𑣇𑣕𑣃 𑣎𑣉𑣖𑣈𑣖 𑣗𑣓𑣜𑣈 𑣙𑣁𑣁𑣒𑣉 𑣜𑣈 𑣁𑣘𑣈 𑣔𑣇 𑣣𑣠 𑣖𑣂𑣓𑣁𑣒 𑣎𑣉𑣊 𑣞𑣈𑣓 𑣗𑣂𑣅𑣃𑣜𑣈𑣖.

𑢯𑣂𑣚𑣂𑣌𑣁-𑣏𑣂𑣚𑣂𑣌𑣁 𑣓𑣈𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉𑣜𑣈𑣅𑣄 𑣞𑣈𑣗𑣈 𑣙𑣉𑣗𑣁𑣓𑣁, 𑢶 𑣁𑣓𑣑𑣉𑣄 𑣋𑣈 𑣋𑣉𑣓𑣊𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉𑣖 𑣇𑣊𑣌𑣛𑣃 𑣔𑣆𑣅𑣁.

𑢾𑣃𑣋𑣛 𑣁𑣓𑣁𑣞𑣃𑣚 𑣘𑣓𑣆𑣒𑣂 𑣜𑣈 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣁𑣋𑣃𑣆 𑣕𑣈𑣅𑣄 𑣁𑣞𑣁𑣓 𑣗𑣓𑣉𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣓𑣁 𑣓𑣈𑣅𑣁 𑣚𑣋𑣂𑣑 𑣋𑣈𑣅𑣁.


Of Mice and Men is a novel by John Steinbeck that tells the story of two migrant workers, George and Lennie, who travel together in search of work during the Great Depression.

The novel is set in a time and place where the American Dream is all but dead, and the only way to survive is to stick together and look out for each other.

George dreams of one day owning a farm, where he and Lennie can live in peace and harmony.

Lennie dreams of petting soft rabbits and being gentle with them.

But their dreams are constantly thwarted by the harsh realities of the world they live in.

One day, George and Lennie find work on a ranch in California.

They are immediately befriended by Candy, an old ranch hand who is missing an arm.

Candy tells George and Lennie about his dream of one day owning a small farm, and the three men decide to pool their money together to buy a farm.

But their plans are once again thwarted when Lennie accidentally kills a woman.

George is forced to shoot Lennie to prevent him from being lynched.

George is devastated by Lennie's death, but he knows that it was the only thing he could do.

𑢩𑣘 𑣖𑣆𑣞 𑣈𑣀𑣓𑣑 𑣖𑣈𑣓"𑣙𑣉𑣗𑣁𑣉 𑣕𑣁𑣓𑣁 𑣎𑣉𑣓 𑣆𑣞𑣒𑣈𑣓𑣖𑣈𑣓𑣒 𑣕𑣂𑣌𑣂𑣓 𑣉𑣓𑣉𑣚𑣁 𑣌𑣁𑣑 𑣟𑣘𑣉𑣓𑣈𑣅𑣁𑣞 𑣌𑣂𑣕𑣈𑣗 𑣉𑣌𑣃𑣓𑣁𑣏𑣂 𑣗𑣁𑣜𑣉𑣙 𑣓𑣁𑣚𑣁𑣗𑣁𑣞𑣁 𑣞𑣈𑣓𑣁 𑣌𑣁𑣓 𑣓𑣁𑣚𑣁𑣕𑣁𑣓𑣌𑣂𑣓 𑣎𑣉𑣙𑣉𑣎 𑣉𑣓𑣑𑣉𑣄 𑣚𑣈𑣓𑣂𑣓, 𑣕𑣈𑣌𑣂𑣓𑣈𑣄 𑣌𑣁𑣙𑣁𑣓𑣂 𑣗𑣈𑣅𑣁𑣓𑣁 𑣌𑣁𑣓𑣁𑣄 ,𑣉𑣌𑣃𑣓𑣌𑣉 𑣖𑣉𑣙𑣁 𑣖𑣉𑣓𑣔𑣂𑣜 𑣟𑣛𑣂𑣔𑣜𑣈 𑣘𑣆𑣒𑣂 𑣓𑣁𑣖 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣞𑣈 𑣕𑣈𑣌𑣂𑣓 𑣞𑣈𑣞𑣈𑣓 𑣌𑣂𑣓𑣁𑣌𑣂𑣓.

𑣓𑣈𑣓 𑣟𑣘𑣓𑣈𑣅𑣁𑣞 𑣌𑣂𑣕𑣈𑣗 𑣈𑣓𑣌𑣁𑣓 𑣖𑣂𑣓𑣑𑣉 𑣟𑣛𑣂 𑣉𑣓𑣑𑣉𑣄 𑣒𑣁𑣅𑣈𑣑 𑣜𑣈 𑣕𑣆𑣌𑣂𑣓𑣁 𑣉𑣌𑣃𑣓𑣕𑣁𑣄 𑣜𑣈 𑣁𑣖𑣂𑣜𑣂𑣌𑣁 𑣜𑣈𑣓𑣌𑣃𑣙𑣁𑣄 𑣌𑣃𑣖𑣃 𑣋𑣉𑣄𑣈 𑣚𑣈𑣓 𑣕𑣆𑣌𑣂𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣂𑣑𑣈𑣓𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉𑣋𑣈 𑣙𑣃𑣜𑣁 𑣙𑣁𑣗𑣁𑣉𑣕𑣁𑣓𑣁 𑣖𑣂𑣑𑣜𑣈𑣗𑣃 𑣕𑣆𑣓𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃 𑣁𑣗𑣃 𑣓𑣁𑣘𑣁𑣖𑣁.

𑣎𑣉𑣜𑣎 𑣉𑣓𑣑𑣉𑣄 𑣚𑣈𑣓𑣂𑣓 𑣌𑣂𑣓 𑣖𑣂𑣞𑣈 𑣌𑣈𑣓 𑣕𑣈 𑣌𑣃𑣖𑣃 𑣌𑣂𑣓 𑣓𑣈𑣚𑣂𑣅𑣁.

𑣎𑣉𑣜𑣎 𑣖𑣃𑣞𑣂𑣊 𑣔𑣂𑣓 𑣖𑣂𑣓𑣑𑣉𑣄 𑣘𑣁𑣜𑣖 𑣋𑣃𑣞𑣂𑣀𑣋𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣁 𑣌𑣃𑣖𑣃𑣄 𑣓𑣈𑣚𑣌𑣂𑣑𑣁 𑣉𑣌𑣃𑣓 𑣕𑣁𑣄 𑣜𑣈 𑢨 𑣉𑣓𑣑𑣉𑣄 𑣚𑣈𑣓𑣂 𑣈𑣞𑣃 𑣞𑣁𑣓𑣕𑣂 𑣉𑣓𑣑𑣉𑣄 𑣓𑣁𑣘𑣁𑣅𑣈 𑣟𑣛𑣃𑣄 𑣜𑣈𑣌𑣂𑣓 𑣕𑣆 𑣔𑣆𑣙𑣈𑣄 .

𑣚𑣈𑣓𑣂 𑣋𑣁𑣔𑣃𑣚 𑣋𑣁𑣔𑣃𑣚 𑣌𑣃𑣚𑣈𑣙𑣈 𑣁𑣞𑣃𑣚𑣂 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣚𑣁𑣋𑣂𑣑 𑣌𑣃𑣖𑣃𑣌𑣂𑣓 𑣓𑣈𑣚𑣈𑣕𑣁𑣓𑣁 𑣌𑣂𑣓.

𑣖𑣈𑣓𑣔𑣉 𑣁𑣌𑣉𑣚𑣉𑣄 𑣌𑣃𑣖𑣃 𑣌𑣉 𑣁𑣌𑣉𑣚𑣉𑣄 𑣕𑣆𑣓𑣕𑣈𑣅𑣁 𑣔𑣂𑣞𑣃𑣖 𑣋𑣉𑣒𑣁𑣜𑣈𑣅𑣁 𑣌𑣈𑣒𑣈𑣄 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣓 𑣌𑣉𑣞𑣒𑣉𑣁 𑣖𑣃𑣞𑣂𑣊 𑣔𑣂𑣓 𑣎𑣉𑣎 𑣉𑣓𑣑𑣉𑣄 𑣚𑣈𑣓𑣂 𑣌𑣁𑣚𑣂𑣘𑣉𑣜𑣍𑣅𑣁 𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣘𑣆𑣒𑣂𑣌𑣂𑣓 𑣓𑣁𑣖 𑣌𑣂𑣑𑣁.

𑣖𑣃𑣞𑣂𑣊 𑣔𑣂𑣓 𑣎𑣈𑣜𑣎 𑣉𑣓𑣑𑣉𑣙 𑣚𑣈𑣓𑣂 𑣌𑣁𑣚𑣂𑣘𑣉𑣜𑣓𑣂𑣁 𑣗𑣁𑣌𑣆 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣌𑣂𑣓 𑣓𑣁𑣖 𑣌𑣈𑣑 𑣕𑣈 𑣌𑣂𑣓 𑣓𑣁𑣖𑣂𑣅𑣁𑣓𑣁

𑣁𑣌𑣂𑣓 𑣈𑣞𑣃𑣁𑣍𑣁 𑣌𑣈𑣓𑣑𑣂 𑣚𑣉𑣄𑣕𑣈 𑣞𑣁𑣋𑣆𑣌𑣂𑣓 𑣗𑣆𑣌𑣂𑣑𑣁 , 𑣖𑣂𑣓𑣑𑣉 𑣘𑣁𑣘𑣁𑣜𑣂 𑣘𑣁𑣜𑣖 𑣕𑣂𑣄 𑣉𑣌𑣉𑣅𑣈 𑣖𑣂𑣓𑣑𑣉 𑣕𑣂𑣄 𑣙𑣁𑣜𑣁𑣙𑣁 𑣌𑣁𑣑𑣁.

𑣌𑣈𑣓𑣑𑣂 𑣎𑣉𑣜𑣎 𑣉𑣓𑣑𑣉 𑣚𑣈𑣓𑣂 𑣁𑣌𑣂𑣓 𑣖𑣂𑣓𑣑𑣉 𑣙𑣃𑣛𑣂𑣀 𑣘𑣁𑣜𑣖 𑣜𑣈𑣓 𑣋𑣃𑣞𑣂𑣀𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣁 𑣌𑣃𑣖𑣃 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈𑣄 𑣌𑣁𑣎𑣂𑣙𑣈𑣌𑣂𑣓 𑣕𑣈𑣓𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣘𑣈𑣙𑣉𑣉 𑣌𑣃𑣁 𑣙𑣉𑣓 𑣌𑣉 𑣖𑣂𑣓𑣑𑣉 𑣘𑣁𑣜𑣖 𑣌𑣂𑣜𑣂𑣀𑣋𑣈 𑣚𑣁𑣋𑣂𑣑 𑣁𑣌𑣉 𑣕𑣁𑣙𑣈𑣕𑣈 𑣒𑣁𑣌𑣁 𑣖𑣂𑣑𑣕𑣈𑣄𑣙𑣈 𑣚𑣁𑣋𑣂𑣑 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑣖𑣈𑣓𑣔𑣉 𑣚𑣈𑣓𑣂 𑣒𑣉𑣘𑣉𑣌𑣉𑣜 𑣅𑣂𑣅𑣁𑣓𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣌𑣃𑣂 𑣙𑣉𑣓 𑣋𑣉𑣄𑣈 𑣌𑣂𑣅𑣈 𑣏𑣁𑣓𑣁𑣗 𑣕𑣈 𑣁𑣌𑣃𑣙𑣁𑣄 𑣟𑣛𑣃 𑣘𑣆𑣒𑣂 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣞𑣈 𑣌𑣁 𑣙𑣃𑣗𑣁𑣅𑣁𑣁𑣓𑣁.

𑣎𑣉𑣜𑣎 𑣚𑣂𑣓𑣂 𑣋𑣉𑣘𑣙𑣈𑣕𑣈 𑣗𑣁𑣏𑣁𑣉𑣙𑣂 𑣚𑣁𑣋𑣂𑣑 𑣕𑣃𑣍𑣙𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣑𑣂𑣅𑣈.

𑣚𑣈𑣓𑣂 𑣙𑣈𑣄 𑣋𑣉𑣓𑣄𑣈 𑣜𑣈 𑣎𑣂𑣜𑣎 𑣈𑣞𑣃𑣄 𑣔𑣃𑣌𑣃 𑣙𑣈𑣓𑣈 ,𑣖𑣈𑣓𑣔𑣉 𑢨 𑣁𑣔𑣁𑣓 𑣕𑣆𑣌𑣂𑣓𑣄 𑣏𑣂 𑣓𑣁𑣓𑣁𑣋𑣈 𑣘𑣆𑣒𑣂 𑣔𑣆𑣙𑣈𑣄.


Demonetization is the process of removing legal tender from circulation.

In India, Prime Minister Narendra Modi announced on November 8, 2016, that all ₹500 and ₹1000 banknotes would cease to be legal tender from midnight.

This move was intended to crack down on corruption and counterfeiting, but it also caused significant disruption and hardship for many people.

There are several reasons to be skeptical of demonetization.

First, it is not clear that it will be effective in reducing corruption.

Corruption is a complex problem that cannot be solved simply by removing cash from circulation.

In fact, there is some evidence that demonetization may actually increase corruption, as it makes it more difficult for people to track and trace their money.

Second, demonetization is likely to have a negative impact on the poor.

Many poor people in India rely on cash for their daily transactions.

The sudden withdrawal of large-denomination banknotes made it difficult for them to buy food, pay their bills, and access other essential services.

Third, demonetization has caused significant disruption to the economy.

Businesses had to close for days or even weeks while they adjusted to the new currency.

𑣒𑣁𑣌𑣁 𑣗𑣉𑣔𑣉𑣚 𑣖𑣂𑣓𑣑𑣉 𑣁𑣙𑣂𑣓 𑣜𑣈𑣄𑣁 𑣌𑣁 𑣏𑣁𑣚𑣃𑣄 𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣗𑣂𑣓𑣂𑣅𑣃𑣜 𑣘𑣉𑣜𑣌𑣂𑣜𑣂𑣅𑣁 .

𑣗𑣁𑣜𑣉𑣕 𑣜𑣈 , 𑣔𑣂𑣞𑣃𑣖 𑣋𑣉𑣖𑣌𑣈 𑣓𑣉𑣜𑣈𑣓𑣔𑣉𑣜 𑣖𑣉𑣔𑣂 𑣓𑣉𑣗𑣈𑣖𑣗𑣉𑣜 𑣨 ,𑣢𑣠𑣡𑣦 𑣜𑣈 𑣑𑣂𑣓𑣑𑣂𑣖 𑣌𑣂𑣑𑣁𑣏𑣂 𑣞𑣁𑣗𑣈𑣓 𑣥𑣠𑣠𑣁𑣜 𑣡𑣠𑣠𑣠 𑣒𑣁𑣒𑣁 𑣘𑣉𑣂𑣞𑣁 𑣔𑣉 𑣕𑣁𑣚𑣁 𑣓𑣂𑣔𑣈𑣙𑣈𑣕𑣈 𑣁𑣆𑣓𑣜𑣈𑣅𑣁 𑣒𑣈𑣓𑣑𑣉𑣜 𑣗𑣉𑣀𑣔𑣉 𑣙𑣉𑣗𑣁𑣓𑣁 .

𑣓𑣈𑣓 𑣘𑣉𑣔𑣉𑣌𑣈𑣘 𑣌𑣁𑣜𑣁𑣗 𑣓𑣂𑣕𑣂 𑣓𑣉𑣌𑣉𑣚𑣂 𑣌𑣁𑣜𑣗𑣁𑣜 𑣗𑣉𑣀𑣔𑣉 𑣆𑣏𑣂 𑣞𑣁𑣓𑣀 𑣕𑣆𑣌𑣂𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉𑣉 𑣌𑣉 𑣈𑣞𑣃 𑣌𑣉𑣞𑣉𑣒𑣉 𑣉𑣓𑣑𑣉𑣄 𑣔𑣃𑣌𑣃𑣌𑣉 𑣓𑣁𑣖𑣚𑣈𑣑𑣁 .

𑣒𑣁𑣌𑣁 𑣗𑣉𑣔𑣉𑣚 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣞𑣉𑣀𑣔𑣈 𑣌𑣁𑣜𑣉𑣓 𑣌𑣉 𑣖𑣂𑣓𑣁𑣄 .

𑣘𑣆𑣚𑣈𑣔𑣉 𑣓𑣈𑣓𑣁 𑣞𑣁𑣘𑣁 𑣗𑣁𑣓𑣉𑣙𑣁 𑣏𑣂 𑣌𑣁𑣜𑣁𑣗 𑣓𑣂𑣕𑣂 𑣌𑣉𑣖 𑣜𑣈 𑣘𑣉𑣜𑣗𑣁𑣗 𑣙𑣉𑣗𑣁𑣓𑣁 .

𑣌𑣁𑣜𑣁𑣗 𑣓𑣂𑣕𑣂 𑣙𑣉𑣗𑣁𑣙𑣉 𑣕𑣁𑣓 𑣖𑣂𑣓𑣑𑣉 𑣁𑣒𑣁𑣚 𑣈𑣑𑣌𑣈𑣒𑣈𑣐𑣈 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣙𑣉𑣉 𑣌𑣉𑣙𑣁𑣄 𑣖𑣁𑣅𑣉𑣖 𑣜𑣈 𑣖𑣈𑣓𑣁𑣄 𑣕𑣈𑣅𑣁 𑣌𑣁𑣜𑣁𑣗 𑣓𑣂𑣕𑣂 𑣒𑣁𑣒𑣌𑣁 𑣌𑣈𑣓 𑣞𑣉𑣘𑣉𑣚𑣁 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑣞𑣁𑣜𑣂 𑣕𑣈𑣋𑣈 , 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣘𑣉𑣜𑣖𑣁𑣐𑣉 𑣖𑣂𑣓𑣁𑣄 𑣒𑣁𑣌𑣁 𑣗𑣉𑣔𑣉𑣚 𑣜𑣈 𑣌𑣁𑣜𑣁𑣗 𑣓𑣂𑣕𑣂 𑣘𑣃𑣜𑣈𑣄 𑣕𑣈 𑣚𑣁𑣓𑣁𑣄 𑣓𑣁 𑣏𑣂𑣓𑣁𑣄 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣁𑣌𑣉𑣙𑣁𑣄 𑣒𑣁𑣌𑣁 𑣓𑣁𑣖

𑣌𑣃𑣚𑣂 𑣌𑣃𑣘𑣃𑣚𑣂 𑣜𑣈 𑣙𑣉𑣉 𑣌𑣉 𑣘𑣃𑣜𑣈𑣄 𑣌𑣉𑣞𑣉𑣒𑣉 𑣈𑣖𑣁𑣌𑣃𑣙𑣁.

𑣔𑣉𑣞𑣁𑣜 𑣒𑣁𑣌𑣁 𑣗𑣉𑣔𑣉𑣚 𑣜𑣈 𑣜𑣈𑣀𑣋𑣈 𑣜𑣁𑣗𑣁𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣌𑣁𑣜𑣁𑣗 𑣘𑣉𑣜𑣗𑣁𑣗 𑣒𑣉𑣄𑣙𑣁.

𑣗𑣁𑣜𑣉𑣕 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣜𑣈𑣀𑣋𑣈 𑣙𑣉𑣉 𑣌𑣉 𑣔𑣂𑣓 𑣔𑣈𑣓𑣞𑣁𑣜𑣈 𑣌𑣁𑣜𑣗𑣁𑣜 𑣜𑣈 𑣒𑣁𑣒𑣌𑣁 𑣘𑣉𑣂𑣞𑣁 𑣒𑣁𑣌𑣁 𑣜𑣈𑣌𑣉 𑣓𑣂𑣜𑣗𑣉𑣜𑣁 𑣒𑣁𑣒𑣌𑣁 𑣘𑣉𑣂𑣞𑣁 𑣗𑣂𑣅𑣃𑣜 𑣏𑣂 𑣖𑣁𑣜𑣁𑣀 𑣒𑣁𑣌𑣁 𑣗𑣉𑣔𑣉𑣚 𑣓𑣁𑣕𑣂𑣑 𑣙𑣉𑣉 𑣌𑣉𑣙𑣁 𑣎𑣉𑣖𑣁𑣄 𑣌𑣂𑣜𑣂𑣊 , 𑣗𑣂𑣚 𑣈𑣖 𑣉𑣓𑣑𑣉𑣄 𑣈𑣒𑣁𑣄 𑣒𑣁𑣒𑣌𑣁 𑣞𑣈𑣗𑣁 𑣓𑣁𑣖 𑣜𑣈 𑣌𑣌𑣞𑣉𑣒𑣉 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 .

𑣕𑣈𑣞𑣁𑣜 𑣘𑣉𑣂𑣞𑣁 𑣗𑣉𑣔𑣉𑣚 𑣜𑣈 𑣒𑣁𑣌𑣁 𑣓𑣂𑣕𑣂 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣗𑣁𑣔𑣁 𑣈𑣖𑣚𑣂𑣑𑣁

𑣗𑣈𑣗𑣉𑣞𑣁𑣙𑣈 𑣌𑣉 𑣓𑣁𑣖𑣁 𑣒𑣁𑣌𑣁 𑣁𑣑𑣎𑣉𑣞𑣒 𑣆𑣖𑣂𑣕𑣈𑣀 𑣖𑣃𑣞𑣂𑣀 𑣏𑣂 𑣙𑣁𑣒𑣉 𑣙𑣁𑣒𑣉 𑣎𑣉𑣌𑣁 𑣗𑣈𑣘𑣁𑣜 𑣗𑣉𑣀𑣔𑣉𑣅𑣈𑣕𑣈 𑣒𑣉𑣙𑣉 𑣕𑣆𑣌𑣂𑣓𑣁 .


Me: What's up with your car? It's been making a weird noise lately.

Uncle: Yeah, I know. I'm taking it to the mechanic tomorrow.

Uncle: It might be. The car is old, and parts are hard to come by. But I'm hoping it's just a minor issue.

Me: Well, good luck. Let me know what the mechanic says.

Me: Hey, by the way, did you know that nuclear cars are a thing?

Uncle: No, I didn't. That's interesting.

Me: Yeah, they're pretty cool. They use nuclear power to generate electricity, which powers the car's motor.

Uncle: That sounds like it would be really expensive.

Me: It can be, but it's also a lot more efficient than traditional cars. Nuclear cars can go for hundreds of miles on a single tank of fuel.

Uncle: Hmm, I'll have to look into that.

𑢡𑣍: 𑢡𑣗𑣈𑣓𑣄 𑣌𑣁𑣜 𑣏𑣂𑣚𑣂𑣌𑣁 𑣖𑣈𑣓𑣄? 𑣓𑣈𑣅𑣁 𑣓𑣁𑣄 𑣗𑣜𑣞𑣂𑣊 𑣘𑣃𑣜𑣄 𑣞𑣁𑣛𑣂 𑣕𑣓𑣁.

𑢡𑣀𑣌𑣚 : 𑢨𑣅𑣁, 𑣁𑣚𑣂𑣍 𑣁𑣔𑣁𑣙𑣓𑣁. 𑢡𑣍 𑣓𑣈𑣅𑣁 𑣌𑣈 𑣋𑣘𑣁 𑣖𑣈𑣌𑣈𑣓𑣂𑣌 𑣕𑣄 𑣕𑣈𑣍 𑣆𑣑𑣈 𑣕𑣓𑣁.

𑢡𑣍: 𑢯𑣈𑣓𑣄 𑣓𑣈𑣅𑣁 𑣋𑣉𑣓𑣊𑣉𑣄 𑣁𑣄.

𑢡𑣀𑣌𑣚 :𑢹𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄. 𑢬𑣁𑣜 𑣘𑣘𑣁𑣜𑣂 𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓 𑣜𑣈𑣅𑣄 𑣘𑣃𑣜𑣎𑣁 𑣌𑣉 𑣖𑣃𑣞𑣃𑣌𑣂𑣚 𑣕𑣈 𑣓𑣖𑣉𑣄 𑣁𑣄. 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍 𑣌𑣈 𑣗𑣉𑣜𑣞𑣁 𑣖𑣈𑣓𑣄 𑣏𑣂 𑣓𑣈𑣅𑣁 𑣖𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣊 𑣚𑣈𑣌𑣓 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣕𑣓𑣁.

𑢡𑣍 : 𑢡𑣏𑣁, 𑣞𑣋𑣃𑣓 𑣞𑣓𑣀. 𑢡𑣍 𑣌𑣎𑣂𑣅𑣍 𑣖𑣈 𑣖𑣈𑣌𑣈𑣓𑣂𑣌 𑣏𑣈𑣓𑣄𑣈 𑣖𑣈𑣓𑣈 𑣕𑣓𑣁.

𑢡𑣀𑣌𑣚 : 𑢡𑣍 𑣘𑣆𑣒𑣂𑣆𑣅𑣁. 𑢷𑣂𑣕𑣂𑣅𑣖.

𑢡𑣍 : 𑢡𑣜𑣈, 𑣈𑣓𑣌𑣁 𑣏𑣈𑣓𑣄, 𑣁𑣗𑣈𑣓 𑣁𑣔𑣁𑣙𑣓𑣁 𑣏𑣂 𑣘𑣁𑣜𑣖𑣁𑣐𑣃 𑣌𑣁𑣜 𑣌𑣉𑣙 𑣖𑣂𑣅𑣑 𑣎𑣂𑣓𑣂𑣞 𑣕𑣓𑣁?

𑢡𑣀𑣌𑣚 : 𑢬𑣁𑣙𑣋𑣈, 𑢡𑣍 𑣌𑣍 𑣘𑣆𑣒𑣂 𑣕𑣑𑣁. 𑣓𑣈𑣅𑣁 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁 𑣋𑣈𑣅𑣁.

𑢡𑣍 : 𑢹𑣉𑣀𑣄, 𑣓𑣈𑣅𑣁 𑣌𑣉 𑣈𑣞𑣃 𑣗𑣋𑣂𑣓𑣁. 𑢨𑣓𑣁𑣌𑣉 𑣗𑣂𑣎𑣂𑣚𑣂 𑣗𑣆 𑣚𑣋𑣂𑣑 𑣘𑣁𑣜𑣖𑣁𑣐𑣃 𑣘𑣈𑣄 𑣘𑣆𑣒𑣂 𑣜𑣈𑣌𑣉 𑣁𑣋𑣃𑣆𑣅𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣌𑣁𑣜 𑣜𑣈𑣅𑣄 𑣖𑣉𑣒𑣉𑣜 𑣜𑣈 𑣘𑣈𑣄 𑣈𑣖𑣈 𑣚𑣋𑣂𑣑 𑣘𑣆𑣒𑣂 𑣜𑣈𑣌𑣉 𑣁𑣋𑣃𑣆𑣅𑣁.

𑢡𑣀𑣌𑣚 : 𑢨𑣓𑣌𑣁 𑣁𑣒𑣁𑣌𑣜𑣉𑣄 𑣁𑣄 𑣏𑣂 𑣓𑣈𑣅𑣁 𑣞𑣁𑣜𑣂 𑣕𑣈𑣋𑣈 𑣋𑣉𑣓𑣊𑣁.

𑢡𑣍 : 𑢹𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣈𑣒𑣄 𑣎𑣁𑣉𑣋𑣈 𑣞𑣈𑣞𑣈𑣓 𑣕𑣓 𑣌𑣁𑣜 𑣌𑣉𑣈𑣕𑣈 𑣘𑣃𑣜𑣄 𑣗𑣃𑣋𑣂𑣓𑣁. 𑢸𑣁𑣜𑣖𑣁𑣐𑣃𑣃 𑣌𑣁𑣜 𑣌𑣉 𑣖𑣂𑣞𑣈 𑣒𑣈𑣊𑣌 𑣘𑣈𑣜𑣈𑣄 𑣌𑣈𑣙𑣜𑣈 𑣖𑣂𑣑𑣞𑣉 𑣖𑣆𑣚𑣈𑣙 𑣕𑣈 𑣚𑣁𑣄 𑣞𑣀𑣋𑣂𑣓 𑣞𑣈𑣓𑣉𑣄 𑣁𑣄.

𑢡𑣀𑣌𑣚 : 𑢹𑣖𑣖, 𑢡𑣍 𑣌𑣈 𑣓𑣈𑣅𑣁 𑣓𑣈𑣚𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.


The couple, a renowned linguist and a world-renowned pastry chef, had been trying for a baby for years.

They had been to every doctor and specialist they could find, but nothing seemed to work.

The linguist was starting to lose hope, and the pastry chef was worried that their reputation would be ruined if they couldn't have a child.

One day, the linguist was working on a new translation of a difficult poem when he had a breakthrough.

He realized that the key to having a child was to find a way to combine their two passions.

He called the pastry chef and told her his idea.

The pastry chef was skeptical at first, but she agreed to give it a try.

They spent the next few months working on a new recipe for a cake that would be infused with the linguist's love of language and the pastry chef's love of baking.

When the cake was finally finished, they took it to the premier of a new play that the linguist was translating.

They waited until the after-party, and then they cut the cake and served it to everyone.

Everyone loved the taste, and they were all impressed by the story behind it.

𑢨𑣞𑣃 𑣓𑣃𑣕𑣃𑣖𑣓 𑣙𑣅𑣖 𑣗𑣂𑣔𑣃𑣁𑣙 𑣉𑣛𑣉𑣄 𑢵 𑣇𑣖𑣂𑣅𑣓 𑣘𑣈𑣞𑣒𑣂𑣜𑣂 𑣞𑣈𑣘𑣙 𑣌𑣃𑣚𑣋𑣂𑣅𑣁 𑣌𑣂𑣊, 𑣈𑣞𑣃 𑣞𑣂𑣜𑣖𑣅 𑣕𑣈 𑣙𑣉𑣓 𑣋𑣐𑣁 𑣚𑣂𑣋𑣂𑣑 𑣌𑣂𑣊 𑣏𑣈𑣞𑣒𑣅 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣂𑣊 𑣉𑣌𑣉𑣓 𑣑𑣁𑣌𑣑𑣉𑣜 𑣌𑣂𑣊 𑣓𑣖 𑣌𑣂𑣄𑣅𑣁 𑣞𑣗𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜 𑣌𑣉 𑣕𑣄 𑣌𑣂𑣊 𑣞𑣈𑣓𑣉𑣄 𑣅𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣎𑣁𑣁𑣓 𑣚𑣘𑣁 𑣌𑣁 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁.

𑢹𑣅𑣖 𑣗𑣂𑣔𑣃𑣁𑣄 𑣁𑣞𑣜𑣁 𑣏𑣗𑣁 𑣆𑣑𑣉𑣄 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣘𑣈𑣞𑣂𑣒𑣂 𑣞𑣈𑣘𑣙'𑣄 𑣇𑣛𑣃𑣄𑣇 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣎𑣉𑣔𑣂 𑣁𑣌𑣂𑣊'𑣄 𑣙𑣉𑣓 𑣌𑣉 𑣌𑣁𑣌𑣉 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁 𑣈𑣓𑣜𑣈𑣔𑣉 𑣁𑣌𑣂𑣊'𑣄 𑣖𑣁𑣁𑣓 𑣖𑣓𑣁𑣕𑣂𑣊 𑣗𑣈𑣜𑣗𑣁𑣔 𑣏𑣗𑣁𑣉𑣄 𑣁𑣄.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑢹𑣅𑣖 𑣗𑣂𑣔𑣃𑣁 𑣖𑣂𑣅𑣑 𑣣 𑣌𑣁𑣗𑣉𑣅 𑣜𑣈𑣅𑣄 𑣓𑣖𑣁 𑣉𑣚𑣉𑣕𑣊 𑣏𑣈𑣕𑣓 𑣜𑣈𑣄 𑣘𑣆𑣒𑣂 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣆𑣖𑣂𑣕𑣀 𑢨 𑣖𑣂𑣅𑣑 𑣎𑣂𑣕𑣂𑣌𑣜𑣉𑣄 𑣕𑣈𑣅𑣄𑣈 𑣓𑣖 𑣌𑣈𑣑𑣁.

𑢨 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣙𑣉𑣓 𑣋𑣐𑣁 𑣌𑣉 𑣎𑣉𑣓𑣉𑣖 𑣕𑣈𑣅𑣄 𑣏𑣁𑣗𑣂 𑣁𑣌𑣂𑣊'𑣄 𑣗𑣁𑣜𑣂𑣅𑣁 𑣞𑣓𑣀 𑣖𑣂𑣑𑣈 𑣕𑣈𑣅𑣄 𑣇𑣘𑣅 𑣓𑣖𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨 𑣘𑣈𑣞𑣒𑣂𑣜𑣂 𑣞𑣈𑣘𑣙 𑣌𑣈 𑣌𑣈𑣅𑣁 𑣙𑣃𑣎𑣃𑣄 𑣌𑣂𑣄𑣅𑣁 𑣉𑣛𑣉𑣄 𑣁𑣅𑣄 𑣗𑣂𑣏𑣜𑣈𑣄 𑣎𑣋𑣜𑣁𑣑𑣂𑣅𑣁.

𑢸𑣈𑣞𑣒𑣂𑣜𑣂 𑣞𑣈𑣘𑣙 𑣁𑣅𑣜 𑣕𑣈𑣔𑣉 𑣌𑣁'𑢨 𑣞𑣁𑣜𑣂 𑣅𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣓𑣈𑣅𑣁 𑣘𑣆𑣒𑣂 𑣚𑣈𑣌𑣁𑣙 𑣖𑣈𑣓𑣕𑣈𑣄 𑣕𑣂𑣅𑣜 𑣅𑣓𑣁.

𑢡𑣌𑣂𑣊 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣅𑣄 𑣎𑣉𑣌𑣁 𑣏𑣁𑣀𑣑𑣃𑣄 𑣎𑣊 𑣌𑣈𑣌 𑣜𑣈𑣅𑣄 𑣓𑣖𑣁 𑣜𑣈𑣞𑣂𑣘𑣂 𑣗𑣆 𑣜𑣈𑣄 𑣚𑣋𑣁𑣕𑣂𑣊 𑣅𑣓𑣁 𑣌𑣂𑣊, 𑣉𑣌𑣉𑣓𑣁 𑣙𑣅𑣖 𑣗𑣂𑣔𑣃𑣁'𑣄 𑣙𑣅𑣖 𑣔𑣃𑣚𑣛 𑣉𑣛𑣉𑣄 𑣘𑣈𑣞𑣒𑣂𑣜𑣂 𑣞𑣈𑣘𑣙'𑣄 𑣗𑣈𑣌𑣂𑣊 𑣔𑣃𑣚𑣛 𑣖𑣂𑣑𑣁 𑣌𑣓𑣕𑣈 𑣗𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢯𑣂𑣖𑣂𑣕𑣀 𑣌𑣈𑣌 𑣏𑣗𑣁 𑣅𑣓𑣁, 𑣆𑣖𑣂𑣕𑣀 𑣁𑣌𑣂𑣊 𑣓𑣈𑣅𑣁 𑣖𑣂𑣅𑣑 𑢸𑣂𑣜𑣌𑣚 𑣜𑣈𑣅𑣄 𑣘𑣜𑣂𑣖𑣂𑣅𑣜 𑣕𑣈𑣌𑣂𑣊 𑣆𑣑 𑣌𑣈𑣑𑣁 𑣉𑣌𑣉𑣓𑣁 𑣙𑣅𑣖 𑣗𑣂𑣔𑣃𑣁 𑣌𑣎𑣂 𑣉𑣕𑣉𑣊𑣈 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢡𑣌𑣂𑣊 𑣘𑣁𑣒𑣂 𑣏𑣗𑣁 𑣅𑣓 𑣎𑣊 𑣌𑣂𑣊 𑣕𑣀𑣋𑣂 𑣅𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣏𑣓𑣗 𑣌𑣈𑣌 𑣌𑣂𑣊 𑣙𑣑 𑣌𑣈𑣑𑣁 𑣁𑣜 𑣞𑣗𑣈𑣓 𑣌𑣉 𑣌𑣂𑣊 𑣙𑣁𑣒𑣂𑣊𑣈𑣑 𑣌𑣉𑣁.

𑢬𑣈𑣌 𑣈𑣞𑣃 𑣙𑣂𑣒 𑣅𑣓𑣁.

𑢾𑣗𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉𑣌𑣈 𑣓𑣈𑣅𑣁 𑣈𑣞𑣃 𑣞𑣂𑣗𑣂𑣚 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣓𑣈𑣓 𑣏𑣓𑣗 𑣜𑣈𑣅𑣄 𑣌𑣁𑣁𑣓𑣂 𑣁𑣅𑣃𑣖 𑣌𑣈𑣙𑣕𑣈 𑣈𑣞𑣃 𑣌𑣉 𑣜𑣁𑣀𑣞𑣁 𑣅𑣓𑣁.


Hockey is a fast-paced, physical sport that is played on ice.

It is played with two teams of six players each, with one goaltender.

The object of the game is to score goals by shooting the puck into the opponent's net.

Hockey is a popular sport in Canada, the United States, and Europe.

The first indoor hockey game was played in Montreal, Canada, in 1875.

The National Hockey League (NHL) was established in 1917.

Hockey is a demanding sport that requires a high level of skill and athleticism.

Players must be able to skate, shoot, pass, and stickhandle at a high level.

They must also be able to think quickly and make split-second decisions.

Hockey is a great sport for people of all ages.

It is a fun and challenging way to stay active.

𑢹𑣉𑣌𑣂 𑣖𑣂𑣓𑣑𑣉 𑣏𑣉𑣙𑣈𑣄 𑣓𑣂𑣜 , 𑣙𑣉𑣖𑣉𑣅𑣉𑣖 𑣆𑣓𑣃𑣀 𑣉𑣌𑣃𑣓𑣁𑣏𑣂 𑣜𑣁𑣕𑣁𑣀 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣆𑣓𑣃𑣀 𑣙𑣗𑣁𑣓𑣁.

𑣓𑣈𑣓𑣁 𑣕𑣃𑣜𑣃𑣂 𑣙𑣉𑣉 𑣆𑣓𑣃𑣀𑣕𑣈𑣓𑣌𑣉 𑣜𑣈𑣅𑣁 𑣗𑣁𑣋𑣁 𑣜𑣈𑣌𑣉 𑣚𑣉𑣄 𑣌𑣉 𑣆𑣓𑣃𑣀𑣋𑣈 ,𑣉𑣌𑣉𑣓 𑣜𑣈𑣏𑣂 𑣖𑣂𑣓𑣑𑣉 𑣗𑣉𑣚 𑣞𑣁𑣗𑣕𑣁𑣓𑣂𑣄 𑣕𑣆𑣓𑣈.

𑣓𑣈𑣓 𑣆𑣓𑣃𑣀 𑣜𑣈𑣅𑣁 𑣏𑣃𑣓𑣑𑣃𑣚 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣈𑣒𑣁𑣄 𑣌𑣃𑣒𑣂 𑣜𑣈𑣓𑣂𑣄 𑣏𑣁𑣌𑣁𑣑 𑣌𑣂 𑣕𑣈 𑣋𑣉𑣚𑣂𑣜𑣈 𑣁𑣔𑣈𑣜𑣈 𑣕𑣈𑣄𑣁.

𑣙𑣉𑣌𑣂 𑣌𑣁𑣓𑣁𑣑𑣁 ,𑣎𑣃𑣌𑣕𑣉 𑣜𑣁𑣞𑣒𑣉𑣜 𑣉𑣓𑣑𑣉𑣄 𑣆𑣃𑣜𑣉𑣘 𑣜𑣈 𑣖𑣂𑣅𑣈𑣑 𑣟𑣓𑣃𑣜𑣃𑣖 𑣆𑣓𑣃𑣀 𑣕𑣈𑣓𑣈.

𑣓𑣂𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣉𑣚𑣉𑣖𑣚𑣂𑣌 𑣆𑣓𑣃𑣀𑣋𑣉 𑣕𑣓𑣁.

𑣈𑣅𑣉𑣗 𑣆𑣓𑣑𑣉𑣜 𑣙𑣉𑣌𑣂 𑣆𑣓𑣃𑣀 𑣖𑣁𑣞𑣖𑣁𑣕 𑣡𑣨𑣧𑣤 𑣜𑣈 𑣌𑣁𑣓𑣁𑣑𑣁 𑣜𑣈 𑣖𑣉𑣒𑣜𑣂𑣅𑣁𑣚 𑣜𑣈 𑣆𑣓𑣃𑣀 𑣙𑣉𑣗𑣁 𑣚𑣈𑣓𑣁.

𑣔𑣂𑣝𑣃𑣖 𑣙𑣉𑣌𑣂 𑣚𑣂𑣋 𑣡𑣩𑣡𑣧 𑣜𑣈 𑣗𑣁𑣓𑣆 𑣚𑣂𑣓𑣁 .

𑣙𑣉𑣌𑣂 𑣖𑣂𑣓𑣑𑣉 𑣌𑣁𑣎𑣂 𑣈𑣖 𑣘𑣈𑣜𑣈𑣄 𑣆𑣓𑣃𑣀 𑣉𑣌𑣉𑣓 𑣚𑣁𑣋𑣂𑣑 𑣏𑣂 𑣏𑣂𑣕𑣁𑣓 𑣘𑣁𑣜𑣈𑣄𑣁 𑣞𑣈𑣗𑣂𑣙𑣁𑣌𑣁𑣓𑣂𑣄 𑣉𑣓𑣑𑣉𑣄 𑣓𑣂𑣜 𑣁𑣞𑣈𑣓 𑣌𑣉𑣎𑣁𑣜 𑣕𑣓𑣁.

𑣆𑣓𑣃𑣀 𑣕𑣈𑣓𑣌𑣉 𑣏𑣂𑣕𑣁𑣓 𑣆𑣞𑣕𑣉𑣜𑣂𑣉 𑣜𑣈 𑣆𑣞𑣒𑣂𑣌 ,𑣋𑣃𑣛𑣂 ,𑣏𑣁𑣓𑣁𑣚 𑣉𑣓𑣑𑣉 𑣆𑣞𑣒𑣂𑣌 𑣙𑣈𑣓𑣑𑣈𑣚 𑣔𑣆𑣙𑣈𑣘𑣈.

𑣁𑣌𑣉 𑣈𑣞𑣃 𑣁𑣍𑣁𑣌𑣉 𑣟𑣛𑣃𑣄 𑣔𑣆𑣙𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣆𑣞𑣌𑣉𑣒-𑣚𑣁𑣘𑣂𑣑 𑣓𑣂𑣞𑣘𑣉𑣕𑣂 𑣌𑣉 𑣆𑣔𑣂𑣔𑣆𑣙𑣈𑣄.

𑣙𑣉𑣌𑣂 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣟𑣖𑣈𑣜 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣖𑣁𑣜𑣁𑣀 𑣆𑣓𑣃𑣀.

𑣘𑣈𑣛𑣈𑣄 𑣋𑣈 𑣕𑣆𑣓 𑣚𑣁𑣋𑣂𑣑 𑣓𑣂𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣜𑣁𑣀𑣞𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣃𑣚𑣃𑣀 𑣙𑣃𑣜𑣁.


Mystery surrounds disappearance of Eva Green.

Eva Green, a 25-year-old woman from London, has been missing for over a week.

She was last seen on February 25th, leaving her apartment in the city's Notting Hill neighborhood.

Green is described as being 5'6" tall, with long brown hair and green eyes.

She was last seen wearing a black coat, jeans, and a white t-shirt.

Police have said that they are concerned for Green's safety and are asking anyone with information about her whereabouts to come forward.

Green's family and friends are desperate for news of her.

They have been posting flyers and distributing missing person's posters around the city.

They have also set up a Facebook page to help spread the word about her disappearance.

The police have not yet released any information about possible suspects or motives in Green's disappearance.

They are asking anyone with information to come forward, no matter how small.

Green's disappearance is a mystery, but her family and friends are hopeful that she will be found safe and sound.

𑢦𑣗𑣁 𑣋𑣜𑣂𑣂𑣓 𑣁𑣑𑣅𑣓 𑣕𑣅𑣄 𑣓𑣁𑣄𑣉𑣉 𑣜𑣁𑣙𑣞𑣅𑣁 𑣗𑣆𑣅𑣁 𑣌𑣓𑣁.

𑢺𑣁𑣓𑣔𑣁𑣓 𑣜𑣈𑣓 25 𑣗𑣉𑣏𑣉𑣜 𑣈𑣜𑣁 𑣕𑣓𑣂𑣄 𑢦𑣗𑣁 𑣋𑣜𑣂𑣂𑣓 𑣖𑣂 𑣙𑣁𑣁𑣒𑣉 𑣁𑣅 𑣚𑣓𑣄 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁 𑣗𑣀𑣋𑣆𑣄 𑣅𑣓𑣁.

𑢨 𑣌𑣈 𑣁𑣌𑣂𑣜𑣂 𑣗𑣜 𑣢𑣥 𑢸𑣙𑣁𑣜𑣉𑣁𑣜𑣂 𑣇𑣚𑣀 𑣗𑣎𑣜 𑣜𑣈𑣅𑣄 𑢳𑣉𑣒𑣂𑣊 𑣙𑣂𑣚 𑣒𑣅𑣑 𑣜𑣈 𑣁𑣘𑣓𑣄 𑣁𑣘𑣁𑣒𑣖𑣈𑣓𑣒 𑣁𑣅 𑣕𑣈 𑣉𑣓𑣑𑣊 𑣕𑣓 𑣜𑣈𑣌𑣉 𑣓𑣈𑣚 𑣚𑣂𑣑 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢫𑣜𑣂𑣂𑣓 𑣥'𑣦' 𑣞𑣚𑣁𑣀𑣋𑣂𑣅𑣄 𑣌𑣉 𑣖𑣈𑣓 𑣌𑣈𑣑𑣁, 𑢨'𑣄 𑣗𑣚𑣈 𑣙𑣈𑣀𑣔𑣈 𑣉𑣛𑣉𑣄 𑣋𑣔𑣈𑣑 𑣖𑣈𑣑 𑣋𑣈𑣅𑣁.

𑢯𑣓𑣗 𑣇𑣕𑣃 𑢨 𑣌𑣈 𑣙𑣈𑣀𑣔𑣈 𑣌𑣉𑣒, 𑣎𑣂𑣀𑣞 𑣉𑣛𑣉𑣄 𑣘𑣃𑣓𑣑𑣂 𑣒𑣂-𑣞𑣁𑣒 𑣕𑣃𑣞𑣂𑣊𑣄 𑣌𑣓 𑣌𑣉 𑣓𑣈𑣚 𑣚𑣂𑣄𑣅𑣁.

𑢸𑣃𑣚𑣂𑣞 𑣖𑣈𑣓 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣌𑣉 𑣋𑣜𑣂𑣂𑣓𑣄 𑣚𑣋𑣂𑣑 𑣇𑣛𑣃𑣄 𑣜𑣈 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁 𑣉𑣓𑣑𑣉𑣄 𑢡𑣅𑣄 𑣕𑣆𑣓 𑣕𑣈𑣅𑣄 𑣗𑣞𑣁 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣌𑣉𑣗𑣉𑣜 𑣈𑣖𑣈 𑣕𑣓 𑣎𑣁𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣁𑣅𑣜 𑣘𑣁 𑣙𑣃𑣎𑣃𑣄 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣌𑣎𑣂𑣅𑣁 𑣌𑣉 𑣕𑣓𑣁.

𑢫𑣜𑣂𑣂𑣓𑣄 𑣉𑣁'𑣄 𑣜𑣈𑣓 𑣌𑣉 𑣁𑣜 𑣎𑣃𑣛𑣂𑣌𑣉 𑣁𑣅𑣄 𑣌𑣉𑣗𑣉𑣜 𑣓𑣖 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣙𑣉𑣜𑣗𑣉𑣜𑣁 𑣌𑣓𑣁.

𑢡𑣌𑣉 𑣋𑣉𑣒𑣁 𑣗𑣎𑣜 𑣘𑣁𑣜𑣏𑣂 𑣌𑣉 𑣘𑣉𑣞𑣒𑣈 𑣕𑣓𑣁 𑣉𑣛𑣉𑣄 𑣁𑣑𑣁 𑣌𑣓 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣘𑣉𑣞𑣒𑣁𑣜 𑣌𑣉 𑣙𑣒𑣂𑣊𑣈 𑣕𑣓𑣁.

𑢡𑣌𑣉 𑢨 𑣁𑣑𑣁𑣌𑣓 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣎𑣋𑣜 𑣓𑣂𑣕𑣂𑣜 𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣚𑣋𑣂𑣑 𑣖𑣂𑣅𑣑 𑢸𑣙𑣈𑣞𑣗𑣃𑣌 𑣘𑣈𑣎𑣉𑣉 𑣌𑣉 𑣗𑣆 𑣕𑣑𑣁.

𑢸𑣃𑣚𑣂𑣞 𑣓𑣁𑣄 𑣎𑣊 𑢫𑣜𑣂𑣂𑣓 𑣏𑣈𑣓𑣄 𑣏𑣂𑣚𑣂𑣌𑣁 𑣕𑣈𑣄 𑣁𑣑 𑣅𑣓𑣁 𑣗𑣓𑣜𑣈 𑣏𑣈𑣓𑣄 𑣚𑣋𑣂𑣑 𑣓𑣈𑣓 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣎𑣁𑣓 𑣌𑣉𑣗𑣉𑣜 𑣌𑣁𑣌𑣉 𑣓𑣂𑣕𑣂𑣜𑣁 𑣌𑣑𑣁.

𑢡𑣌𑣉 𑣁𑣔𑣁𑣙𑣓 𑣕𑣓 𑣎𑣁𑣓 𑣙𑣉𑣉 𑣜𑣈𑣅𑣉𑣙 𑣁𑣅𑣜 𑣘𑣁 𑣙𑣃𑣎𑣃𑣄 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣌𑣎𑣂𑣆 𑣕𑣓𑣁, 𑣈𑣓𑣁 𑣎𑣁 𑣏𑣂𑣖𑣂𑣓 𑣙𑣃𑣛𑣂𑣊 𑣌𑣎𑣂 𑣜𑣈𑣅𑣉𑣙.

𑢫𑣜𑣂𑣂𑣓 𑣁𑣑 𑣅𑣓 𑣕𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣜𑣁𑣙𑣞𑣈𑣅𑣁 𑣕𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣅𑣄 𑣉𑣁'𑣄 𑣜𑣈𑣓𑣌𑣉 𑣉𑣛𑣉𑣄 𑣎𑣃𑣛𑣂 𑣌𑣉'𑣁 𑣁𑣞𑣜𑣁 𑣖𑣈𑣓𑣄 𑣏𑣂 𑢨 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈𑣋𑣈𑣄 𑣉𑣛𑣉𑣄 𑣓𑣘𑣅 𑣋𑣈 𑣓𑣖𑣉𑣁.


I have been living with type 1 diabetes for over 20 years.

I was diagnosed when I was just 10 years old, and it has been a lifelong journey.

There have been many challenges along the way, but I have also learned a lot about myself and what it means to be a strong, resilient person.

One of the biggest challenges I have faced is managing my blood sugar levels.

Diabetes is a condition that affects the way your body turns food into energy.

When you eat, your body breaks down the carbohydrates in your food into glucose, which is then absorbed into your bloodstream.

Your pancreas releases insulin, a hormone that helps glucose get from your blood into your cells.

In people with type 1 diabetes, the pancreas doesn't make enough insulin, or it doesn't make any at all.

This means that people with type 1 diabetes have to take insulin injections to help their bodies use glucose for energy.

Managing my blood sugar levels can be a tricky business.

There are a lot of factors that can affect my blood sugar, including what I eat, how much I exercise, and how much stress I am under.

I have to constantly monitor my blood sugar levels and make adjustments to my insulin doses as needed.

𑢡𑣍 𑣏 𑣡 𑣑𑣂𑣗𑣈𑣒𑣂𑣞 𑣡 𑣗𑣂𑣖𑣜 𑣕𑣓𑣁𑣍 𑣞𑣈𑣓𑣈𑣅𑣁𑣓 𑣢𑣠 𑣞𑣁𑣚 𑣈𑣕𑣈𑣍 𑣕𑣂 𑣙𑣃𑣎𑣃𑣄𑣁 𑣌𑣓𑣁.

𑢡𑣍 𑣏𑣂?𑣖𑣂𑣕𑣁𑣄 𑣡𑣠 𑣗𑣉𑣜𑣉𑣞 𑣈𑣍 𑣙𑣉𑣗𑣁 𑣚𑣈𑣓𑣁 𑣆𑣖𑣂𑣕𑣁𑣍 𑣑𑣅𑣋𑣉𑣓𑣉𑣞 𑣚𑣈𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣓𑣁𑣙 𑣕𑣁𑣌 𑣎𑣂𑣙𑣂𑣑 𑣖𑣈𑣓𑣁𑣙𑣁𑣍𑣁.

𑢹𑣉𑣜𑣁𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣙 𑣗𑣁𑣔𑣂𑣌𑣉 𑣙𑣃𑣎𑣃𑣁𑣓𑣈𑣓𑣁 𑣚𑣉𑣄𑣕𑣈 , 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍𑣉𑣙 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣙 𑣁𑣍 𑣁𑣔𑣁𑣙𑣓𑣁 𑣁𑣘𑣁𑣓𑣜𑣙𑣒𑣈𑣁𑣍𑣁 𑣗𑣂𑣞𑣉𑣅𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣎𑣙𑣁𑣓𑣁 𑣏𑣂 𑣙𑣘𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣈𑣛𑣈𑣙 𑣙𑣉.

𑢶𑣂𑣁𑣑 𑣈𑣞𑣃𑣖𑣜𑣁𑣀 𑣗𑣁𑣔𑣂 𑣁𑣍 𑣞𑣖𑣓𑣁 𑣚𑣈𑣑𑣁 𑣈𑣓𑣔𑣉 𑣁𑣍𑣁 𑣗𑣚𑣃𑣑 𑣞𑣃𑣋𑣜.

𑢱𑣅𑣗𑣈𑣒𑣂𑣞 𑣈𑣓𑣌𑣓 𑣉𑣗𑣉𑣞𑣕𑣁 𑣕𑣓𑣁𑣏𑣂 𑣎𑣈 𑣁𑣗𑣈𑣓 𑣎𑣉𑣖𑣈𑣕𑣓 𑣎𑣉𑣖𑣁𑣙𑣌𑣉 𑣜𑣈𑣄 𑣌𑣈𑣙𑣕𑣈 𑣘𑣈𑣙𑣄𑣜𑣈 𑣌𑣁𑣄 𑣗𑣂𑣅𑣁.

𑢮𑣉𑣙𑣓𑣁 𑣗𑣈𑣓 𑣎𑣉𑣖𑣈𑣅𑣁 𑣁𑣗𑣈𑣓𑣁 𑣙𑣉𑣖𑣉𑣙 𑣜𑣘𑣃𑣑𑣈𑣅𑣁 c𑣁𑣜𑣗𑣉𑣙𑣂𑣑𑣜𑣈𑣒 𑣁𑣗𑣈𑣓𑣁 𑣎𑣉𑣖𑣁𑣙 𑣓𑣉𑣋𑣉𑣑𑣈𑣄 𑣗𑣂𑣅𑣁.

𑢡𑣗𑣈𑣓𑣁𑣙 𑣘𑣁𑣓𑣌𑣜𑣂𑣎 𑣆𑣓𑣞𑣃𑣚𑣂𑣓𑣈𑣄 𑣉𑣓𑣑𑣉𑣀𑣈𑣅𑣁, 𑣖𑣂𑣁𑣑 𑣙𑣉𑣜𑣖𑣉𑣓 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣈𑣓𑣁 𑣞𑣁𑣙𑣎𑣉 𑣈𑣖𑣂𑣅𑣁 𑣁𑣗𑣈𑣓𑣁 𑣙𑣉𑣖𑣉𑣙 𑣜𑣈𑣅𑣁 𑣖𑣁𑣅𑣉𑣖 𑣞𑣂𑣛𑣈 𑣕𑣈 𑣉𑣜𑣈𑣅𑣁.

! 𑣑𑣅𑣗𑣈𑣒𑣂𑣞 𑣙𑣉𑣙𑣌𑣉, 𑣖𑣂𑣁𑣑 𑣘𑣓𑣌𑣜𑣂𑣎 𑣌𑣁𑣙 𑣗𑣂𑣅𑣁 𑣘𑣃𑣜𑣁𑣙 𑣆𑣓𑣞𑣃𑣚𑣂𑣓 𑣗𑣓𑣕𑣈𑣜, 𑣖𑣂𑣁𑣑𑣉 𑣓𑣈𑣅𑣁 𑣌𑣁 𑣗𑣂𑣅𑣁.

𑢳𑣈𑣅𑣁 𑣜𑣈𑣅𑣁 𑣖𑣓𑣈 𑣉𑣌𑣉𑣓𑣌𑣉 𑣡 𑣚𑣌𑣁𑣓 𑣑𑣅𑣗𑣈𑣒𑣂𑣞 𑣓𑣖 𑣕𑣑𑣌𑣉𑣙𑣁 𑣁𑣌𑣉 𑣆𑣓𑣞𑣃𑣚𑣂𑣓 𑣆𑣍𑣈𑣌𑣞𑣉𑣓 𑣆𑣑𑣂𑣙 𑣕𑣈 𑣙𑣉𑣗𑣁𑣙 𑣌𑣉𑣙𑣁𑣁𑣌𑣉𑣙𑣁 𑣙𑣉𑣖𑣉𑣜𑣈 𑣓𑣉𑣋𑣉𑣑 𑣁𑣔𑣈𑣜𑣈 𑣚𑣋𑣂𑣑.

𑢡𑣍𑣁 𑣗𑣚𑣚𑣃𑣑 𑣞𑣃𑣋𑣜 𑣞𑣖𑣒𑣁𑣙 𑣈 𑣚𑣋𑣂𑣑𑣈𑣞𑣃 𑣌𑣉𑣞𑣒𑣉 𑣋𑣈𑣅𑣁.

𑢨𑣞𑣁 𑣁𑣍𑣁 𑣗𑣚𑣃𑣑 𑣞𑣃𑣋𑣜 𑣌𑣉𑣞𑣒𑣉𑣅 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣙 𑣏𑣂𑣎 𑣌𑣉 𑣖𑣈𑣓𑣁𑣙, 𑣉𑣌𑣉𑣓 𑣌𑣉𑣍 𑣎𑣉𑣖𑣈 𑣕𑣓 𑣗𑣂𑣕𑣁𑣜𑣈𑣙𑣕𑣈 , 𑣏𑣂𑣖𑣂𑣓 𑣘𑣃𑣜𑣁𑣙 𑣁𑣍 𑣌𑣉𑣁𑣞𑣉𑣜𑣉𑣕𑣉 𑣕𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣏𑣂𑣖𑣂𑣓 𑣘𑣃𑣜𑣁𑣙 𑣁𑣍 𑣎𑣂𑣜𑣁𑣉 𑣕𑣓𑣁.

𑢡𑣍 𑣁𑣍𑣁 𑣗𑣚𑣃𑣑 𑣞𑣃𑣋𑣜 𑣗𑣂𑣞𑣉𑣅𑣕𑣈 𑣘𑣃𑣜𑣁 𑣘𑣃𑣜𑣂 𑣜𑣂𑣌𑣅𑣕𑣈 𑣙𑣉𑣗𑣁𑣙 𑣁𑣍𑣁 𑣉𑣓𑣑𑣉𑣄 𑣗𑣜𑣁 𑣗𑣜𑣂 𑣜𑣂𑣌𑣁𑣕𑣈 𑣙𑣉𑣗𑣁𑣙 𑣁𑣍𑣁 𑣁𑣍𑣁 𑣆𑣓𑣞𑣃𑣚𑣂𑣓 𑣏𑣂𑣚𑣂𑣌𑣁 𑣔𑣉𑣜𑣌𑣜𑣁.


As the twentieth century drew to a close, computers and electronics were becoming increasingly intertwined.

In the early days of computing, these two fields were largely separate.

Computers were large, expensive machines that were used for scientific and military purposes.

Electronics were used in a variety of consumer products, such as radios, televisions, and telephones.

However, as computers became smaller and more affordable, they began to be used in a wider variety of applications.

This led to a blurring of the lines between computers and electronics.

One of the most significant developments in the history of computers and electronics was the invention of the personal computer (PC).

The PC was first introduced in the 1970s, and it quickly became a popular tool for both personal and business use.

PCs were originally designed for use in homes and offices, but they soon found their way into other settings, such as schools and libraries.

The PC's portability and versatility made it an ideal tool for a wide range of tasks, from word processing to gaming.

The development of the PC also led to the development of a new industry: the software industry.

Software companies created programs that could run on PCs, and these programs quickly became essential tools for PC users.

𑢷𑣁𑣜 𑣙𑣁𑣎𑣁𑣜 𑣞𑣂𑣜𑣖𑣈 𑣏𑣁𑣗𑣁𑣉 𑣕𑣁𑣓 𑣚𑣉𑣄 𑣕𑣈 ,𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣉𑣓𑣑𑣉𑣁 𑣆𑣚𑣈𑣌𑣒𑣜𑣓𑣂𑣌 𑣁𑣌𑣂𑣓 𑣚𑣉𑣄 𑣕𑣈 𑣎𑣉𑣛𑣁𑣉 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣈𑣙𑣉𑣗 𑣔𑣂𑣓 𑣜𑣈 𑣓𑣂𑣓𑣁 𑣗𑣁𑣜𑣂𑣅𑣈 𑣆𑣒𑣁𑣄 𑣆𑣒𑣁𑣄 𑣌𑣂𑣓 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣌𑣉 𑣖𑣁𑣜𑣁𑣀 𑣉𑣓𑣑𑣉𑣄 𑣋𑣉𑣓𑣊 𑣕𑣆𑣌𑣂𑣓𑣁 𑣉𑣌𑣃𑣓𑣁 𑣏𑣂 𑣘𑣂𑣒𑣂𑣌𑣁𑣜 𑣌𑣉 𑣉𑣓𑣑𑣉 𑣚𑣁𑣛𑣆 𑣚𑣁𑣋𑣂𑣑 𑣗𑣈𑣗𑣉𑣙𑣁𑣜𑣉 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣆𑣚𑣈𑣌𑣒𑣉𑣜𑣓𑣂𑣌 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣟𑣘𑣉𑣗𑣉𑣌𑣕𑣁 𑣉𑣚𑣄 ,𑣏𑣂𑣚𑣂𑣌𑣈 𑣏𑣂 𑣜𑣈𑣑𑣂𑣉, 𑣒𑣈𑣚𑣂𑣗𑣂𑣎𑣓 𑣉𑣓𑣑𑣉 𑣒𑣈𑣚𑣂𑣘𑣉𑣓 𑣜𑣈𑣅𑣁 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣈𑣓𑣜𑣈𑣅𑣉 𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜𑣌𑣉 𑣙𑣃𑣛𑣂𑣊 𑣉𑣓𑣑𑣉𑣄 𑣚𑣁𑣓𑣁𑣄 𑣚𑣁𑣘𑣁 𑣙𑣃𑣗𑣁𑣉 𑣚𑣉𑣉𑣄 𑣕𑣈 𑣆𑣓𑣁𑣌𑣉 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣜𑣈𑣅𑣁𑣄 𑣜𑣈 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣈𑣙𑣉𑣗𑣈𑣅𑣁𑣓𑣁 .

𑣓𑣈𑣓 𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣉𑣓𑣑𑣉𑣄 𑣆𑣚𑣈𑣌𑣒𑣉𑣜𑣓𑣂𑣌 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣋𑣁𑣜 𑣗𑣁𑣓𑣉𑣄 𑣅𑣁𑣓𑣁.

𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣉𑣓𑣑𑣉𑣄 𑣆𑣚𑣈𑣌𑣒𑣉𑣜𑣓𑣂𑣌 𑣙𑣂𑣕𑣁𑣙𑣁𑣞𑣁 𑣜𑣈 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣙𑣈𑣕𑣈 𑣋𑣉𑣜𑣉𑣎 𑣗𑣂𑣕𑣈𑣜𑣈𑣙𑣈𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣕𑣆𑣖𑣂𑣓𑣁 𑣙𑣉𑣛𑣄 𑣁𑣘𑣁𑣓𑣁𑣜 𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣜𑣈𑣅𑣁 𑣎𑣁𑣘𑣁𑣓 𑣙𑣉𑣗𑣁 𑣚𑣂𑣓𑣁.

pc 𑣈𑣙𑣉𑣗 𑣜𑣈 𑣡𑣩𑣧𑣠 𑣖𑣁𑣞𑣖𑣁𑣕 𑣜𑣈 𑣏𑣉𑣚𑣉𑣓 𑣚𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣂𑣓𑣁 𑣈𑣞𑣃 𑣁𑣍𑣁 𑣙𑣉𑣛 𑣁𑣘𑣁𑣓𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣚𑣁𑣗𑣁𑣔𑣂 𑣘𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣛 𑣟𑣓𑣃𑣜𑣃𑣖 𑣞𑣁𑣖𑣁𑣓 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 .

𑣘𑣂𑣞𑣂 𑣌𑣉𑣔𑣉 𑣖𑣃𑣟𑣛 𑣔𑣉 𑣉𑣄𑣁 𑣉𑣓𑣑𑣉𑣄 𑣉𑣘𑣂𑣞 𑣜𑣈 𑣘𑣁𑣓𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣑𑣂𑣎𑣁𑣓 𑣗𑣆𑣚𑣈𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣆𑣓𑣁𑣌𑣉 𑣁𑣍𑣁 𑣖𑣉𑣀𑣑𑣉 𑣉𑣓𑣑𑣉𑣄 𑣌𑣂𑣕𑣈𑣗𑣘𑣁𑣛𑣁 𑣚𑣉𑣄𑣕𑣈 𑣆𑣒𑣁𑣄 𑣘𑣁𑣓𑣆𑣒𑣂 𑣌𑣉𑣜𑣈 𑣒𑣁𑣅𑣈𑣑𑣈 𑣓𑣁𑣖𑣚𑣂𑣑𑣁.

𑣘𑣂𑣞𑣂 𑣜𑣈𑣅𑣁 𑣘𑣉𑣒𑣈𑣗𑣂𑣚𑣂𑣒𑣂 𑣉𑣓𑣑𑣉𑣁 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣓𑣈𑣓 𑣞𑣉𑣗𑣉𑣔 𑣜𑣈𑣄𑣁 𑣞𑣈𑣓𑣈𑣚 𑣕𑣁𑣄𑣙𑣈𑣕𑣈 𑣈𑣙𑣉𑣗 𑣌𑣈𑣕𑣈 𑣆𑣓𑣃𑣊 𑣎𑣉𑣊 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣜𑣈𑣅𑣁 𑣘𑣆𑣒𑣂 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣏𑣉𑣙𑣒𑣉 𑣞𑣁𑣖𑣁𑣓 𑣗𑣈𑣂𑣚𑣂𑣓𑣁.

𑣘𑣂𑣞𑣂 𑣜𑣈𑣁𑣄 𑣕𑣈𑣜𑣞𑣁 𑣖𑣂𑣓𑣑𑣉 𑣓𑣁𑣖𑣁 𑣞𑣂𑣛𑣘𑣉 𑣜𑣈𑣄𑣁 𑣕𑣈𑣜𑣞𑣁 𑣆𑣔𑣂𑣌𑣂𑣑𑣁; 𑣞𑣉𑣘𑣒𑣉𑣅𑣁𑣜 𑣞𑣂𑣛𑣘𑣉.

𑣞𑣉𑣘𑣒𑣌𑣅𑣁𑣜 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣌𑣉𑣔𑣉 𑣆𑣓𑣌𑣁𑣓 𑣘𑣉𑣜𑣋𑣂𑣜𑣁𑣖 𑣌𑣉 𑣗𑣆𑣌𑣂𑣑𑣁 𑣆𑣓𑣁 𑣘𑣂𑣞𑣂 𑣕𑣈 𑣏𑣁𑣚𑣃𑣈 ,𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓 𑣘𑣉𑣜𑣋𑣂𑣜𑣁𑣖 𑣌𑣉 𑣁𑣍𑣁 𑣋𑣈 𑣘𑣂𑣞𑣂 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣕𑣁𑣓𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣌𑣉𑣎𑣁𑣜 𑣞𑣁𑣖𑣁𑣓 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.


A bicycle is a thing of beauty, sleek and streamlined, its wheels a blur of motion as it glides along the road.

But what happens when you bring a bike into a small room?

Suddenly, all that grace and efficiency is lost, and the bike becomes a clumsy, awkward intruder.

It was a cramped, dingy apartment in a rundown neighborhood, and the bike took up most of the space.

I could barely get through the door without knocking it over, and I had to be careful not to trip over it when I was in the middle of the night.

But even though the bike was a nuisance, I couldn't bring myself to get rid of it.

It was a reminder of a better time, when I was young and free and full of hope.

I would sit on the bike and dream of all the places I could go, all the adventures I could have.

One day, I finally decided to get rid of the bike.

I took it to the curb and put it out for the trash.

As I watched it being hauled away, I felt a pang of regret.

𑣗𑣈𑣜 𑣗𑣈𑣜 𑣋𑣁𑣛𑣂 𑣖𑣂𑣅𑣈𑣑 𑣞𑣃𑣋𑣁𑣛 𑣘𑣈𑣜𑣈𑣄 𑣋𑣂𑣓𑣂𑣞 , 𑣓𑣃𑣙𑣃𑣜 𑣉𑣓𑣑𑣉 𑣓𑣂𑣜𑣂𑣅𑣁 ,𑣙𑣉𑣜𑣁 𑣜𑣈 𑣙𑣁𑣜𑣈 𑣟𑣛𑣂𑣜𑣈 𑣈𑣓𑣜𑣈𑣄 𑣏𑣉𑣌𑣉𑣌𑣉 𑣓𑣁 𑣓𑣂𑣚𑣓𑣁𑣖𑣃𑣁 .

𑣖𑣈𑣓𑣔𑣉 𑣏𑣂𑣖𑣂𑣕𑣈𑣀 𑣁𑣗𑣈𑣓 𑣖𑣂𑣓𑣑𑣉𑣄 𑣙𑣃𑣛𑣂𑣀 𑣖𑣂𑣚𑣁 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣗𑣁𑣜𑣏𑣂𑣌𑣁 𑣖𑣉𑣀 𑣉𑣚𑣄 𑣋𑣁𑣓𑣂 𑣁𑣋𑣃𑣌𑣈𑣜𑣈 𑣆𑣖𑣂𑣕𑣈𑣀 𑣏𑣂𑣓𑣁𑣄 𑣙𑣉𑣗𑣁𑣙𑣁?

𑣒𑣁𑣒𑣌𑣁, 𑣞𑣁𑣗𑣈𑣓 𑣏𑣈𑣙𑣈𑣜𑣁 𑣉𑣓𑣑𑣉 𑣔𑣁𑣛𑣈 𑣌𑣉 𑣁𑣑𑣉𑣙𑣁 ,𑣉𑣓𑣑𑣉 𑣗𑣆𑣌 𑣖𑣂𑣓𑣑𑣉 𑣉𑣎𑣉𑣗 𑣜𑣃𑣘 𑣗𑣚𑣉𑣕𑣁𑣓𑣂𑣄 𑣙𑣉𑣗𑣁𑣙𑣁 𑣖𑣂𑣞𑣈.

𑣁𑣍𑣁 𑣖𑣂𑣓𑣑𑣉 𑣙𑣃𑣛𑣂𑣊 𑣖𑣂𑣚𑣁 𑣜𑣈 𑣗𑣆𑣌 𑣕𑣆𑣌𑣈𑣓𑣁.

𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣜𑣁𑣘𑣃𑣑 𑣎𑣁𑣘𑣁𑣄 𑣉𑣄𑣁 𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣙𑣃𑣛𑣂𑣀 𑣚𑣈𑣌𑣁𑣓 𑣉𑣎𑣃𑣜𑣁 𑣁𑣘𑣁𑣒𑣖𑣈𑣒 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣓𑣑𑣉 𑣈𑣓 𑣉𑣙𑣁𑣄 𑣔𑣉 𑣗𑣆𑣌 𑣋𑣈 𑣎𑣁𑣋𑣁 𑣙𑣁𑣕𑣁𑣙 𑣚𑣂𑣑𑣁.

𑣁𑣍 𑣓𑣂𑣓𑣁 𑣌𑣁 𑣕𑣂𑣋𑣁 𑣌𑣈 𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣘𑣁𑣜𑣉𑣖 𑣕𑣆𑣌𑣈𑣓𑣁𑣍 𑣉𑣓𑣑𑣉 𑣕𑣁𑣚𑣁 𑣓𑣂𑣔𑣈 𑣜𑣈 𑣏𑣂𑣖𑣂𑣕𑣈𑣀 𑣁𑣍 𑣓𑣂𑣓𑣁 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣁𑣚𑣉𑣌𑣁𑣍 𑣒𑣉𑣌𑣈𑣄 𑣙𑣉 𑣌𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣍 𑣙𑣃𑣞𑣂𑣙𑣈𑣜𑣍 𑣕𑣆𑣓𑣕𑣈𑣍 𑣒𑣉𑣙𑣉 𑣕𑣆𑣌𑣈𑣓𑣁 .

𑣖𑣈𑣓𑣔𑣉 𑣗𑣆𑣌 𑣖𑣂𑣓𑣑𑣉 𑣉𑣞𑣃𑣗𑣂𑣔𑣈 𑣕𑣆𑣌𑣈𑣓 𑣜𑣈𑣅𑣉 𑣁𑣍 𑣓𑣈𑣓𑣁 𑣞𑣁𑣓𑣂𑣀𑣋𑣈 𑣚𑣁𑣋𑣂𑣑 𑣁𑣘𑣁𑣓𑣁𑣜 𑣞𑣁𑣓𑣁𑣀 𑣌𑣁𑣍 𑣔𑣂𑣙𑣈𑣑𑣈 .

𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣟𑣛𑣂𑣜𑣈 𑣜𑣈𑣅𑣁 𑣟𑣛𑣃𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 ,𑣏𑣂𑣖𑣂𑣕𑣈𑣊 𑣁𑣍 𑣎𑣃𑣙𑣁𑣓 𑣉𑣓𑣑𑣉𑣄 𑣖𑣃𑣌𑣕𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣖𑣁𑣋𑣈 𑣉𑣓𑣑𑣉𑣄 𑣟𑣛𑣃𑣜𑣈 𑣘𑣈𑣜𑣈𑣄 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣁𑣍 𑣞𑣆𑣌𑣈𑣚 𑣜𑣈 𑣔𑣃𑣗𑣈𑣌𑣈𑣓𑣕𑣈 𑣁𑣍 𑣞𑣈𑣓𑣉𑣄 𑣔𑣆𑣌𑣈𑣓 𑣕𑣄 𑣞𑣁𑣗𑣈𑣓 𑣎𑣁𑣋𑣁 𑣁𑣍𑣁 𑣞𑣁𑣗𑣈𑣓 𑣗𑣉𑣜𑣉 𑣌𑣁𑣕𑣂𑣌𑣈𑣓 𑣘𑣆𑣒𑣂 𑣜𑣈𑣅𑣁 𑣌𑣃𑣖𑣃𑣍 𑣓𑣈𑣚𑣈𑣅𑣁 .

𑣖𑣃𑣞𑣂𑣊 𑣔𑣂𑣓 𑣁𑣍 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣞𑣆𑣌𑣈𑣚𑣙𑣈𑣕𑣈 𑣖𑣃𑣌𑣕𑣂 𑣓𑣁𑣖𑣈 𑣚𑣁𑣋𑣎𑣑 𑣓𑣂𑣞𑣘𑣉𑣕𑣂𑣍 𑣆𑣑𑣂𑣚𑣂𑣑𑣁 .

𑣁𑣍 𑣓𑣂𑣓𑣁 𑣌𑣉𑣜𑣗 𑣕𑣈 𑣆𑣑𑣌𑣈𑣕𑣈 𑣉𑣎𑣃𑣜𑣁 𑣚𑣁𑣋𑣂𑣑𑣈𑣍 𑣜𑣂𑣌𑣈 𑣌𑣂𑣑𑣁 .

𑣏𑣂𑣖𑣂𑣕𑣈𑣊 𑣁𑣍 𑣓𑣈𑣓𑣁𑣍 𑣓𑣈𑣚𑣈 𑣕𑣆 𑣌𑣂𑣓𑣁 𑣉𑣜𑣜 𑣆𑣑𑣌𑣂𑣑𑣂𑣍𑣈,𑣁𑣍 𑣙𑣈𑣅𑣁𑣕𑣂𑣊 𑣟𑣛𑣃𑣟𑣍 𑣟𑣛𑣃𑣄 𑣌𑣂𑣑𑣁.


One day, a young girl named Mary was combing her hair when she saw a louse.

She was horrified, and she ran to her mother for help.

Her mother told her that there were many traditional remedies for lice, and that she would try the one that required the least amount of action.

The first thing her mother did was to boil a pot of water.

Then, she added a handful of dried rosemary leaves and let them steep for a few minutes.

After the water had cooled, her mother poured it into a bowl and told Mary to sit down.

She then used a comb to wet Mary's hair with the rosemary water.

The lice started to die, and Mary was able to pick them out of her hair with ease.

Her mother was so happy that she had been able to help Mary without having to take any drastic measures.

She knew that Mary would be able to sleep soundly that night, knowing that she was free of lice.

The next day, Mary's mother went to the store and bought a bottle of lice shampoo.

She told Mary that it was important to use the shampoo to kill any remaining lice, and that she should follow the directions on the bottle carefully.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑣖𑣈𑣜𑣂 𑣓𑣃𑣕𑣃𑣖 𑣖𑣂𑣓𑣑𑣉 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣁𑣄𑣁 𑣗𑣉𑣄 𑣓𑣁𑣌𑣂𑣂𑣓 𑣕𑣈𑣓 𑣟𑣛𑣂𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣞𑣂𑣌𑣃𑣄 𑣓𑣈𑣚𑣓𑣁𑣖𑣌𑣂𑣄.

𑢨 𑣗𑣉𑣜𑣉 𑣌𑣂𑣑𑣁, 𑣉𑣓𑣑𑣉 𑢨 𑣁𑣅𑣄 𑣖𑣁𑣁 𑣕𑣁𑣄 𑣓𑣂𑣜 𑣆𑣔𑣂𑣌𑣂𑣑𑣁 𑣔𑣈𑣀𑣋𑣁 𑣁𑣞𑣂𑣌𑣂𑣙𑣈.

𑣁𑣅𑣄 𑣖𑣁𑣁 𑢨 𑣌𑣈 𑣌𑣁𑣎𑣂𑣅𑣈𑣑𑣂𑣅𑣈 𑣏𑣂 𑣞𑣂𑣌𑣃 𑣋𑣉𑣄𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣙𑣉𑣜𑣁 𑣖𑣂𑣓𑣁𑣄 ,𑣉𑣓𑣑𑣉𑣄 𑢨 𑣉𑣌𑣉𑣓 𑣜𑣈𑣏𑣂 𑣈𑣞𑣃 𑣙𑣃𑣛𑣂𑣊 𑣙𑣉𑣜𑣁 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣎𑣃𑣚𑣃𑣊 𑣌𑣈𑣑𑣁.

𑣈𑣅𑣉𑣗 𑣜𑣈 𑣁𑣅𑣁𑣄 𑣖𑣁𑣁 𑣙𑣃𑣛𑣂𑣊 𑣏𑣁𑣒𑣃𑣜𑣈 𑣔𑣁𑣄 𑣚𑣉𑣚𑣉𑣈 𑣕𑣈𑣅𑣁 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣈𑣓𑣏𑣁𑣓𑣁𑣗 𑢨 𑣖𑣂𑣑𑣏𑣂𑣘𑣃𑣑 𑣜𑣉𑣉𑣎𑣖𑣈𑣜𑣂 𑣘𑣁𑣕𑣁𑣅 𑣖𑣂𑣞𑣈 𑣌𑣈𑣕𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣊 𑣟𑣃𑣛𑣂 𑣚𑣁𑣋𑣂𑣑𑣈 𑣗𑣁𑣞𑣁𑣀 𑣌𑣂𑣑𑣁 .

𑣔𑣁𑣄 𑣞𑣁𑣞𑣁 𑣅𑣁𑣓 𑣏𑣁𑣓𑣁𑣗 𑣁𑣅𑣁𑣄 𑣖𑣁𑣁 𑣓𑣂𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣏𑣁𑣒𑣃𑣜𑣈 𑣔𑣃𑣚𑣌𑣂𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣈𑣜𑣂𑣌𑣈 𑣔𑣃𑣗 𑣚𑣁𑣋𑣂𑣑𑣈𑣄 𑣌𑣁𑣎𑣂𑣙𑣈𑣑𑣈𑣅𑣈.

𑣆𑣓𑣁 𑣏𑣁𑣓𑣁𑣗𑣁 𑣜𑣈 𑢨 𑣖𑣈𑣜𑣂𑣙𑣈𑣄 𑣗𑣉𑣄 𑣗𑣁𑣚𑣈 𑣜𑣉𑣎𑣖𑣈𑣜𑣂 𑣔𑣁𑣄 𑣜𑣈 𑣚𑣃𑣖𑣈𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣓𑣁𑣌𑣂𑣄 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣌𑣂𑣑𑣁 .

𑣞𑣂𑣖𑣞𑣂𑣌𑣃 𑣌𑣉 𑣋𑣉𑣅𑣂𑣅𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣈𑣜𑣂 𑣁𑣍𑣁 𑣋𑣈 𑣁𑣅𑣁𑣄 𑣗𑣉𑣄 𑣗𑣁𑣚𑣈𑣕𑣈𑣄 𑣞𑣁𑣚𑣁 𑣉𑣚𑣚 𑣌𑣈𑣑𑣌𑣉𑣙𑣁 .

𑣁𑣅𑣁𑣄 𑣖𑣁𑣁 𑣆𑣖𑣂𑣓𑣈𑣄 𑣜𑣁𑣀𑣞𑣁 𑣅𑣂𑣅𑣁𑣓𑣁 𑣏𑣂 𑢨 𑣆𑣒𑣁𑣄 𑣌𑣈𑣒𑣈𑣄 𑣙𑣉𑣜𑣁 𑣌𑣁 𑣆𑣑𑣌𑣈𑣕𑣈 𑣖𑣈𑣜𑣂𑣌𑣈 𑣔𑣈𑣀𑣋𑣁 𑣔𑣆𑣙𑣈𑣑𑣈𑣅𑣈 .

𑢨 𑣁𑣔𑣁𑣓 𑣕𑣆𑣌𑣂𑣓𑣁𑣄 𑣏𑣂 𑣖𑣈𑣜𑣂 𑣈𑣓 𑣓𑣂𑣔𑣈 𑣜𑣈 𑣗𑣃𑣋𑣂𑣓 𑣚𑣂𑣌𑣁𑣕𑣈 𑣋𑣂𑣕𑣂𑣄 𑣔𑣆𑣙𑣈, 𑣁𑣔𑣁𑣓 𑣕𑣆𑣖𑣂𑣓𑣁𑣏𑣂 𑢨 𑣞𑣂𑣌𑣃 𑣌𑣉 𑣖𑣃𑣏𑣈𑣑𑣈𑣌𑣈𑣓𑣈 .

𑣈𑣓𑣏𑣁𑣓𑣁𑣗 𑣖𑣃𑣞𑣂𑣊 𑣖𑣈𑣜𑣂𑣙𑣈𑣄 𑣈𑣀𑣋𑣁𑣕𑣈 𑣔𑣃𑣌𑣁𑣓 𑣞𑣈𑣓𑣉𑣅𑣁𑣓𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣗𑣉𑣕𑣉𑣚 𑣞𑣂𑣌𑣃 𑣞𑣁𑣖𑣘𑣃 𑣌𑣂𑣜𑣂𑣊 𑣚𑣂𑣑𑣁.

𑢨 𑣖𑣈𑣜𑣂𑣙𑣂 𑣌𑣁𑣎𑣂𑣙𑣈𑣑𑣈𑣅𑣈 𑣏𑣂 𑣓𑣂𑣓𑣁 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣋𑣉𑣜𑣉𑣎 𑣕𑣆𑣙𑣃𑣜𑣈𑣅𑣁𑣓 𑣞𑣂𑣌𑣃 𑣌𑣉 𑣋𑣉𑣄𑣈 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣞𑣁𑣖𑣘𑣃𑣗𑣃 𑣗𑣈𑣗𑣉𑣙𑣁𑣜𑣂𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓 𑣗𑣉𑣕𑣉𑣚 𑣜𑣈 𑣖𑣂𑣓𑣁𑣄 𑣕𑣈𑣅𑣁 𑣓𑣂𑣅𑣈𑣖 𑣌𑣉 𑣗𑣃𑣋𑣂 𑣚𑣂𑣌𑣁𑣗𑣃 𑣘𑣆𑣒𑣂𑣅𑣈.


Mount Everest is the highest mountain in the world, standing at 8,848 meters above sea level.

It is located in the Mahalangur Himal sub-range of the Himalayas.

The mountain is a popular destination for mountaineers, and many people attempt to summit it each year.

However, the climb is dangerous, and many people have died trying to reach the top.

The first recorded attempt to summit Everest was made in 1921 by a British expedition led by George Mallory.

Mallory and his climbing partner Andrew Irvine disappeared during their attempt, and their bodies were not found until 1999.

In 1953, Edmund Hillary and Tenzing Norgay became the first people to successfully summit Everest.

Since then, thousands of people have followed in their footsteps.

The climb to the summit of Everest is a long and arduous journey.

It typically takes climbers about two months to complete the journey, and they must overcome a number of challenges along the way.

These challenges include altitude sickness, extreme weather conditions, and the risk of falling.

Despite the dangers, the climb to the summit of Everest is a rewarding experience.

𑢶𑣟𑣀𑣒 𑣈𑣗𑣈𑣜𑣈𑣞𑣒 𑣙𑣉𑣗𑣁𑣉 𑣕𑣁𑣓 𑣉𑣕𑣈 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈 𑣕𑣈 𑣖𑣜𑣁𑣊 𑣗𑣃𑣜𑣃, 𑣞𑣉𑣖𑣃𑣔𑣉𑣜 𑣚𑣕𑣁𑣜𑣈 𑣅𑣈 𑣕𑣈 𑣨,𑣨𑣤𑣨 𑣖𑣂𑣒𑣉𑣜 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣖𑣈𑣓𑣁𑣄.

𑢳𑣈𑣓𑣁 𑣙𑣂𑣖𑣁𑣚𑣉𑣅 𑣜𑣈𑣅𑣁𑣄 𑣖𑣁𑣙𑣚𑣁𑣊𑣃𑣜 𑣗𑣃𑣜𑣃 𑣜𑣈 𑣖𑣈𑣓𑣁𑣄.

𑢷𑣃𑣜𑣃 𑣜𑣌𑣁𑣗 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣎𑣁𑣋𑣁, 𑣉𑣀𑣑𑣑𑣉𑣄 𑣙𑣉𑣉 𑣌𑣉 𑣞𑣁𑣗𑣂𑣓 𑣞𑣂𑣜𑣖𑣈 𑣗𑣃𑣜𑣃 𑣜𑣁𑣌𑣁𑣗 𑣌𑣉 𑣙𑣃𑣎𑣃𑣙.

𑢷𑣃𑣜𑣃 𑣜𑣌𑣁𑣗 𑣜𑣈 𑣈𑣞𑣃 𑣗𑣂𑣘𑣁𑣔 𑣖𑣈𑣓𑣁𑣄 𑣜𑣈𑣅𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣗𑣈𑣒𑣁𑣓 𑣚𑣋𑣂𑣑 𑣁𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣎𑣁 𑣌𑣁𑣓𑣁.

𑣡𑣩𑣢𑣡 𑣗𑣁𑣏𑣉𑣜 𑣜𑣈 𑢮𑣉𑣜𑣎 𑢶𑣚𑣉𑣜𑣂 𑣋𑣉𑣙𑣉𑣖 𑣕𑣈 𑣖𑣂𑣀𑣑𑣉 𑢷𑣜𑣂𑣒𑣂𑣞 𑣁𑣗𑣂𑣎𑣁𑣓 𑣜𑣈𑣌𑣉𑣜𑣑 𑣓𑣁𑣕𑣂𑣑 𑣞𑣁𑣖𑣂𑣛𑣉𑣓𑣂 𑣙𑣉𑣗𑣁𑣚𑣈𑣓𑣁.

𑣖𑣁𑣚𑣉𑣜𑣂 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣃𑣙𑣁𑣄 𑣗𑣃𑣜𑣃𑣗𑣜𑣁𑣌𑣁𑣗 𑣎𑣃𑣛𑣂 𑣁𑣓𑣑𑣂𑣜𑣂𑣅𑣃 𑣆𑣜𑣉𑣗𑣆𑣓 𑣁𑣌𑣉 𑣜𑣁𑣌𑣁𑣗 𑣕𑣁𑣓 𑣞𑣉𑣖𑣉𑣅𑣈 𑣜𑣈 𑣁𑣑𑣎𑣁𑣓𑣁 𑣌𑣉 , 𑣉𑣓𑣑𑣉𑣄 𑣡𑣩𑣩𑣩 𑣁𑣖𑣗𑣁𑣄 𑣁𑣌𑣉𑣙𑣁𑣄 𑣖𑣁𑣐𑣁 𑣙𑣉𑣖𑣉𑣙 𑣌𑣁 𑣓𑣁𑣖𑣚𑣂𑣓𑣁 .

𑣡𑣩𑣥𑣣 𑣗𑣉𑣏𑣉𑣜 𑣜𑣈 𑣈𑣑𑣖𑣃𑣀𑣑 𑣙𑣈𑣚𑣁𑣜𑣂 𑣉𑣓𑣑𑣉𑣄 𑣒𑣈𑣓 𑣎𑣂𑣍 𑣓𑣉𑣜𑣋𑣈 𑣈𑣅𑣉𑣗 𑣙𑣉𑣛 𑣌𑣂𑣓 𑣈𑣗𑣉𑣜𑣈𑣞𑣒 𑣏𑣃𑣒𑣂𑣄 𑣁𑣖𑣗𑣁𑣄 𑣞𑣈𑣓𑣗𑣂𑣒𑣁 𑣚𑣂𑣓𑣁.

𑣈𑣓𑣖𑣃𑣞𑣂𑣊 𑣕𑣁𑣄𑣙𑣈𑣕𑣈 𑣏𑣁𑣀𑣑𑣉𑣚 𑣏𑣁𑣀𑣑𑣉𑣚 𑣙𑣉 𑣌𑣉 𑣁𑣌𑣂𑣓𑣈𑣄 𑣞𑣈𑣓 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣘𑣁𑣀𑣍𑣁 𑣕𑣁𑣓𑣁.

𑣈𑣗𑣉𑣜𑣈𑣞𑣒 𑣏𑣃𑣒𑣂𑣄 𑣁𑣖𑣗𑣁𑣄 𑣜𑣁𑣌𑣁𑣗 𑣖𑣂𑣓𑣑𑣉𑣄 𑣞𑣁𑣓𑣂𑣊 𑣙𑣉𑣜𑣁 𑣁𑣜 𑣌𑣉𑣞𑣉𑣒𑣉 𑣘𑣈𑣜𑣈𑣄 𑣙𑣉𑣜𑣁 .

𑣓𑣈𑣚𑣈𑣌𑣁𑣕𑣈 𑣗𑣃𑣜𑣃 𑣜𑣁𑣌𑣁𑣗 𑣕𑣁𑣓 𑣙𑣉𑣛 𑣌𑣉 𑣗𑣁𑣜 𑣏𑣁𑣓𑣑𑣃𑣄 𑣞𑣉𑣖𑣉𑣅𑣈 𑣚𑣁𑣋𑣁𑣕𑣂𑣀𑣋𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣞𑣈𑣓𑣉𑣄 𑣙𑣉𑣜𑣁𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣉𑣞𑣃𑣗𑣂𑣔𑣈 𑣌𑣉 𑣞𑣁𑣖𑣁𑣓𑣁𑣀𑣋𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 .

𑣓𑣈𑣓 𑣉𑣞𑣃𑣗𑣂𑣔𑣈 𑣏𑣂𑣕𑣁𑣓 𑣜𑣃𑣋𑣁,𑣖𑣁𑣜𑣁𑣊 𑣜𑣂𑣖𑣂𑣚 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣆𑣃𑣄 𑣚𑣁𑣋𑣂𑣑 𑣜𑣈 𑣖𑣂𑣞𑣈 𑣌𑣈𑣓𑣈.

𑣓𑣈𑣓 𑣉𑣞𑣃𑣗𑣂𑣔𑣈 𑣌𑣉 𑣗𑣃𑣜𑣃 𑣜𑣈𑣅𑣁 𑣙𑣁𑣞𑣃 , 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣉𑣓𑣑𑣉𑣄 𑣆𑣅𑣃𑣄 𑣚𑣈𑣌𑣁𑣓 𑣗𑣉𑣜𑣌𑣉 𑣕𑣆𑣓𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣗𑣂𑣘𑣉𑣔 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣈𑣗𑣉𑣜𑣈𑣞𑣒 𑣏𑣃𑣒𑣂𑣄 𑣜𑣁𑣌𑣁𑣗 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣚𑣁𑣗𑣁𑣅𑣉𑣕 𑣞𑣂𑣜𑣘𑣈 .


It makes up over 60% of our body weight and is involved in many important bodily functions, such as regulating body temperature, transporting nutrients and oxygen to cells, and removing waste products.

Water also helps to lubricate joints and protect organs and tissues.

There are many reasons why we should conserve water.

One reason is that water scarcity is a growing problem around the world.

In many parts of the world, people do not have access to clean water, and even in areas where water is plentiful, it is becoming increasingly scarce due to climate change.

Another reason to conserve water is that it is a valuable resource.

It takes a lot of energy to treat and transport water, and it is important to use water wisely so that we do not waste this precious resource.

There are many things we can do to conserve water.

We can take shorter showers, fix leaky faucets, and water our lawns less often.

We can also choose to buy products that are made with recycled water.

By making small changes in our daily lives, we can help to conserve water and ensure that this vital resource is available for future generations.

𑢴𑣁𑣙𑣁 𑣎𑣂𑣗𑣉𑣓 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢨𑣓𑣁 𑣗𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣦𑣠 𑣘𑣁𑣜𑣕𑣂𑣞𑣁𑣕 𑣁𑣗𑣃𑣁 𑣙𑣉𑣖𑣉 𑣜𑣈𑣉𑣎𑣉𑣓 𑣞𑣁𑣗𑣈𑣓 𑣚𑣈𑣌𑣁𑣓 𑣙𑣉𑣓𑣉 𑣘𑣁𑣓𑣁𑣒𑣂 𑣜𑣈 𑣖𑣈𑣓𑣁 𑣏𑣂𑣚𑣌𑣈 𑣏𑣂 𑣙𑣉𑣜𑣉𑣖𑣉 𑣜𑣈 𑣕𑣁𑣘𑣖𑣁𑣓, 𑣘𑣉𑣞𑣒𑣂𑣌𑣁𑣜 𑣉𑣖𑣉𑣑𑣁𑣎𑣁𑣓𑣈 𑣕𑣈 𑣌𑣁𑣌𑣁𑣏 𑣕𑣈 𑣗𑣈𑣒𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣁𑣜 𑣌𑣁𑣜𑣁𑣗 𑣎𑣂𑣓𑣞𑣉 𑣉𑣚𑣈 𑣕𑣁𑣅𑣁.

𑢴𑣁𑣙𑣁 𑣕𑣈𑣋𑣈 𑣋𑣉𑣓𑣒𑣂 𑣁𑣜 𑣁𑣓𑣋𑣁 𑣁𑣜 𑣒𑣂𑣞𑣃 𑣌𑣉𑣜𑣈 𑣞𑣈𑣓𑣈𑣙𑣁𑣓𑣈 𑣓𑣁𑣖𑣈𑣅𑣁.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈 𑣌𑣁𑣎𑣂 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣁𑣔𑣁 𑣗𑣁𑣏𑣁𑣅𑣈 𑣚𑣁𑣋𑣈𑣑.

𑢶𑣂𑣑𑣉 𑣌𑣁𑣎𑣂 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣋𑣉𑣒𑣁 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣔𑣁𑣙𑣁 𑣜𑣈𑣅𑣁 𑣌𑣁𑣖𑣂 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢴𑣂𑣞𑣃𑣖 𑣜𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣎𑣁𑣋𑣁 𑣜𑣈, 𑣙𑣉 𑣌𑣉 𑣕𑣁 𑣜𑣈 𑣞𑣁𑣘𑣁 𑣔𑣁𑣙𑣁 𑣌𑣁𑣉 𑣓𑣁𑣖𑣈 𑣕𑣁𑣓𑣁, 𑣁𑣜 𑣈𑣓𑣌𑣁𑣓 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣎𑣁 𑣕𑣁 𑣜𑣈 𑣔𑣁𑣙𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣕𑣈 𑣖𑣈𑣓𑣁, 𑣓𑣈𑣓𑣁 𑣗𑣉𑣜𑣉 𑣗𑣁𑣑𑣁𑣉 𑣕𑣁𑣓𑣁 𑣖𑣉𑣞𑣁𑣖 𑣗𑣉𑣔𑣉𑣚𑣈𑣓 𑣕𑣁𑣓 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈.

𑢡𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣌𑣁𑣎𑣂 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣓𑣈𑣓𑣁 𑣈𑣞𑣃 𑣖𑣃𑣚𑣅𑣁𑣗𑣁𑣓 𑣎𑣂𑣓𑣞𑣉 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣞𑣁𑣘𑣁𑣅𑣈 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣇𑣜𑣎𑣁 𑣁𑣜 𑣆𑣔𑣂 𑣚𑣁𑣋𑣈𑣑, 𑣁𑣜 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣔𑣁𑣙𑣁 𑣆𑣞𑣕𑣈𑣖𑣁𑣚𑣈 𑣕𑣈𑣅𑣁 𑣈𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣓𑣈𑣓 𑣖𑣃𑣚𑣅𑣁𑣗𑣁𑣓 𑣎𑣂𑣓𑣞𑣉 𑣌𑣁 𑣗𑣈𑣌𑣁𑣜𑣈𑣓 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣔𑣁𑣙𑣁 𑣗𑣁𑣏𑣁𑣉𑣅𑣈 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣗𑣃 𑣌𑣉𑣖 𑣔𑣁𑣙𑣁 𑣕𑣈 𑣗𑣃 𑣉𑣑𑣁 𑣔𑣁𑣆𑣅𑣈, 𑣗𑣃𑣙𑣃𑣁 𑣌𑣁𑣓 𑣕𑣈𑣅𑣁 𑣌𑣉 𑣒𑣂𑣌𑣈 𑣕𑣈𑣅𑣁 𑣁𑣜 𑣗𑣁𑣌𑣁𑣆 𑣌𑣉𑣜𑣈 𑣌𑣉𑣖 𑣋𑣈 𑣔𑣁𑣙𑣁 𑣈𑣖𑣈 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢡𑣗𑣃 𑣈𑣓𑣌𑣁𑣓 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉𑣅𑣉 𑣗𑣃 𑣌𑣂𑣜𑣂𑣓𑣋 𑣔𑣁𑣆𑣅𑣈 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣔𑣁𑣙𑣁 𑣕𑣈 𑣗𑣁𑣆 𑣜𑣃𑣙𑣈 𑣌𑣁𑣓 𑣕𑣈𑣅𑣁.

𑢡𑣗𑣃𑣁 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣎𑣉𑣌𑣁 𑣗𑣁𑣔𑣚𑣁𑣉 𑣁𑣋𑣃 𑣌𑣈 𑣜𑣈, 𑣁𑣗𑣃 𑣔𑣁𑣙𑣁 𑣗𑣃 𑣗𑣁𑣏𑣁𑣉 𑣔𑣁𑣆𑣅𑣈 𑣁𑣜 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣁𑣕𑣂𑣁𑣗𑣁𑣞𑣅𑣁𑣌 𑣎𑣂𑣓𑣞𑣉 𑣕𑣁𑣓𑣁 𑣋𑣁𑣘𑣁𑣙 𑣔𑣂𑣓 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑.


The world is a very different place than it was just a few decades ago.

Nationalism has taken hold in many countries, and people are more divided than ever.

In one country, a group of nationalists have taken control of the government and are using their power to suppress dissent.

They have banned all forms of media that they deem to be "unpatriotic," and they have arrested and even killed people who speak out against the government.

One day, a young woman named Rebecca is walking home from school when she is stopped by a group of nationalist soldiers.

They accuse her of being a traitor, and they take her to a secret prison.

Rebecca is tortured and interrogated, but she refuses to give up any information.

After several weeks, Rebecca is finally released from prison.

She is weak and malnourished, but she is determined to fight back against the nationalists.

She joins a resistance movement, and she becomes a valuable asset to the cause.

Rebecca uses her knowledge of technology to help the resistance communicate and coordinate their attacks.

She also uses her skills as a hacker to infiltrate the nationalists' computers and steal their data.

𑢵 𑣔𑣂𑣝𑣃𑣚𑣖 𑣏𑣂𑣖𑣂𑣓 𑣔𑣉𑣞𑣉𑣌𑣉 𑣁𑣅𑣁𑣜 𑣕𑣃𑣚𑣓𑣁𑣅 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣕𑣁𑣓𑣋𑣁 𑣈𑣒𑣈𑣄 𑣒𑣁𑣅𑣑 𑣕𑣓𑣁.

𑢯𑣂𑣖𑣂𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣜𑣁𑣞𑣒𑣜𑣉𑣗𑣁𑣔 𑣎𑣉𑣉𑣜 𑣕𑣈 𑣞𑣁𑣗 𑣔𑣆 𑣅𑣓𑣁 𑣉𑣛𑣉𑣄 𑣙𑣉 𑣌𑣉 𑣁𑣅𑣁𑣜𑣁𑣅 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣌𑣉 𑣙𑣁𑣒𑣂𑣊𑣈 𑣅𑣓𑣁 .

𑢶𑣂𑣓𑣑𑣉 𑣔𑣂𑣝𑣃𑣖 𑣜𑣁𑣞𑣒𑣜𑣉𑣗𑣁𑣔𑣂 𑣅𑣈 𑣖𑣂𑣅𑣈𑣑 𑣎𑣃𑣖𑣃𑣜 𑣞𑣉𑣌𑣁𑣜 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣓𑣂𑣅𑣉𑣓𑣕𑣜𑣉𑣐 𑣓𑣁𑣖 𑣌𑣈𑣑𑣁 𑣉𑣛𑣉𑣄 𑣉𑣞𑣉𑣙𑣞𑣖𑣉𑣕𑣂 𑣌𑣉 𑣔𑣁𑣗𑣉𑣓 𑣚𑣁𑣋𑣂𑣑 𑣁𑣘𑣁𑣓𑣁 𑣘𑣈𑣙 𑣇𑣘𑣉𑣎𑣉𑣋𑣈 𑣕𑣓𑣁 .

𑢨 𑣈𑣓 𑣞𑣁𑣗𑣂𑣓 𑣌𑣂𑣞𑣉𑣖 𑣖𑣈𑣑𑣂𑣁 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣉𑣀𑣌𑣃𑣞 𑣅𑣈 𑣚𑣁𑣋𑣁𑣉 𑣌𑣈𑣑𑣁 𑣉𑣌𑣉𑣅 𑣌𑣈 𑣔𑣈𑣞𑣗𑣙𑣉𑣌𑣕𑣂𑣙𑣂𑣓 𑣖𑣁𑣓𑣕𑣂𑣊 𑣕𑣓𑣁 𑣉𑣛𑣉𑣄 𑢨 𑣞𑣉𑣜𑣌𑣁𑣜 𑣗𑣂𑣜𑣃𑣔 𑣜𑣈 𑣌𑣁𑣎𑣂 𑣕𑣁𑣓 𑣙𑣉 𑣌𑣉 𑣋𑣂𑣜𑣉𑣘𑣕𑣁𑣜 𑣌𑣈𑣑 𑣌𑣉𑣁𑣄 𑣉𑣛𑣉𑣄 𑣋𑣉𑣎𑣈 𑣌𑣈𑣑 𑣌𑣉𑣁𑣄 .

𑢶𑣃𑣞𑣂𑣊, 𑢼𑣈𑣗𑣈𑣌𑣁 𑣓𑣃𑣕𑣃𑣖 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣈𑣜𑣁 𑣆𑣞𑣌𑣃𑣚𑣁𑣅 𑣕𑣈 𑣉𑣁𑣙 𑣞𑣈𑣓𑣉𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣆𑣖𑣂𑣕𑣨 𑢨𑣖𑣌𑣈 𑣜𑣁𑣞𑣒𑣜𑣉𑣗𑣁𑣔𑣂 𑣘𑣁𑣚𑣒𑣉𑣓 𑣌𑣉𑣁𑣄 𑣖𑣂𑣅𑣈𑣑 𑣔𑣉𑣚 𑣜𑣉𑣌𑣁𑣉 𑣌𑣂𑣆𑣅𑣈 𑣌𑣉 .

𑢡𑣌𑣉 𑢨'𑣄 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣔𑣈𑣞 𑣔𑣜𑣉𑣙𑣂 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣁 𑣁𑣜𑣉𑣘 𑣌𑣉 𑣚𑣁𑣋𑣁𑣉 𑣌𑣈𑣑𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑢨 𑣌𑣈 𑣖𑣂𑣅𑣈𑣑 𑢫𑣃𑣘𑣕 𑣎𑣈𑣚 𑣕𑣈𑣌𑣉 𑣆𑣑 𑣌𑣂𑣆𑣅𑣈 .

𑢼𑣈𑣗𑣈𑣌𑣁 𑣌𑣉 𑣞𑣉𑣕𑣁𑣉 𑣌𑣂𑣆𑣅𑣈 𑣉𑣛𑣉𑣄 𑢨 𑣌𑣈 𑣘𑣃𑣏 𑣕𑣁𑣏 𑣌𑣂𑣆𑣅𑣈 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣎𑣁𑣁𑣓 𑣎𑣁𑣓𑣌𑣁𑣜𑣂 𑣈𑣖𑣈 𑣚𑣁𑣋𑣂𑣑 𑣖𑣓𑣁 𑣌𑣈𑣑𑣁 .

𑢯𑣂𑣖𑣂𑣓 𑣙𑣁𑣁𑣒𑣉 𑣗𑣁𑣔 , 𑣏𑣁𑣓𑣁𑣗 𑣔𑣉 𑢼𑣈𑣗𑣈𑣌𑣁 𑣌𑣂𑣊 𑣎𑣈𑣚𑣈𑣕𑣈 𑣉𑣚 𑣌𑣂𑣆𑣅𑣈 .

𑢨 𑣌𑣉𑣖𑣎𑣉𑣜 𑣉𑣛𑣉𑣄 𑣌𑣃𑣘𑣉𑣞𑣂𑣕 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣖𑣈𑣓 𑣔𑣉 𑢨 𑣜𑣁𑣞𑣒𑣜𑣉𑣗𑣁𑣔𑣂 𑣗𑣂𑣜𑣉𑣔 𑣜𑣈 𑣚𑣁𑣛𑣆 𑣚𑣁𑣋𑣂𑣑 𑣌𑣈𑣒𑣈𑣄 𑣌𑣂𑣊 𑣕𑣆 𑣌𑣈𑣓𑣁 .

𑢨 𑣖𑣂𑣓𑣑𑣉 𑣘𑣜𑣉𑣕𑣂𑣜𑣉𑣔 𑣁𑣓𑣔𑣉𑣚𑣉𑣐 𑣜𑣈 𑣞𑣁𑣖𑣂𑣚𑣈 𑣅𑣓𑣁 𑣉𑣛𑣉𑣄 𑢨 𑣓𑣈𑣓 𑣇𑣔𑣈𑣞 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣋𑣉𑣓𑣊𑣁𑣓 𑣗𑣂𑣕𑣂 𑣗𑣆 𑣅𑣓𑣁 .

𑢼𑣈𑣗𑣈𑣌𑣁 𑣒𑣈𑣓𑣈𑣑 𑣗𑣂𑣔𑣅𑣁 𑣅𑣈 𑣕𑣈 𑣁𑣘𑣁𑣓𑣁 𑣗𑣃𑣔𑣂 𑣅𑣈 𑣇𑣘𑣉𑣎𑣉𑣋 𑣘𑣜𑣉𑣕𑣂𑣜𑣉𑣔 𑣕𑣄 𑣞𑣀𑣏𑣁𑣜 𑣚𑣁𑣋𑣂𑣑 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉𑣁 𑣙𑣁𑣖𑣚𑣁 𑣞𑣉𑣖𑣉𑣓𑣉 𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣈𑣖𑣈 𑣚𑣁𑣋𑣂𑣑 𑣌𑣉𑣜𑣁𑣅 𑣕𑣓𑣁 . 𑢾

𑢨 𑣖𑣂𑣓𑣑𑣉 𑣙𑣈𑣌𑣉𑣜 𑣜𑣃𑣘 𑣜𑣈 𑣁𑣘𑣁𑣓𑣁 𑣌𑣉𑣇𑣞𑣉𑣚 𑣇𑣘𑣉𑣎𑣉 𑣜𑣁𑣞𑣒𑣜𑣉𑣗𑣁𑣔𑣂 𑣌𑣉𑣁𑣄 𑣌𑣉𑣖𑣘𑣃𑣒𑣉𑣜 𑣜𑣈 𑣗𑣉𑣚𑣉𑣅𑣓 𑣕𑣈 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉𑣁𑣄 𑣑𑣁𑣒𑣁 𑣌𑣃𑣖𑣗𑣃 𑣚𑣁𑣋𑣂𑣑𑣉 𑣌𑣉𑣜𑣁𑣅 𑣕𑣓𑣁.


A mother is a person who gives you unconditional love, support, and guidance.

She is always there for you, no matter what.

A mother is a teacher, a friend, a confidant.

She is the one who teaches you how to live life and how to be a good person.

It can heal the sick, it can lift the spirits, and it can make anything possible.

A mother's love is a gift that should be cherished.

They deserve to be celebrated and honored.

On this Mother's Day, take some time to thank your mother for everything she has done for you.

Tell her how much you love and appreciate her.

And most importantly, show her how much you love her by being the best person you can be.

𑢨𑣓𑣋𑣁 𑣈𑣓𑣌𑣁𑣓 𑣙𑣉 𑣕𑣁𑣓𑣁 𑣎𑣁𑣆 𑣏𑣂 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣔𑣃𑣚𑣁𑣑, 𑣞𑣁𑣙𑣅𑣉𑣋 𑣁𑣜 𑣙𑣉𑣜𑣁 𑣇𑣔𑣃𑣗 𑣔𑣁𑣆𑣅𑣈 𑣗𑣃𑣁.

𑢡𑣅𑣈 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣕𑣈 𑣁𑣖 𑣕𑣁 𑣜𑣈 𑣕𑣁𑣆𑣓𑣈, 𑣎𑣁𑣓𑣁 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓 𑣜𑣈𑣅𑣉.

𑢨𑣓𑣋𑣁 𑣋𑣉𑣞𑣁𑣓𑣅𑣈, 𑣎𑣃𑣐𑣂 𑣁𑣜 𑣗𑣂𑣞𑣗𑣁𑣜𑣘𑣁𑣕𑣜 𑣕𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣋𑣈 𑣈𑣓 𑣙𑣉 𑣕𑣁𑣓 𑣎𑣁𑣗𑣉𑣓 𑣜𑣈 𑣏𑣂𑣚𑣌𑣈 𑣌𑣉 𑣕𑣁𑣆𑣓𑣈 𑣈𑣕𑣉 𑣗𑣃𑣁 𑣁𑣜 𑣏𑣂𑣚𑣌𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣗𑣃 𑣗𑣁𑣆𑣅𑣉𑣁.

𑢶𑣁𑣙𑣁 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁𑣌𑣁𑣕𑣗𑣁𑣜 𑣘𑣈𑣙 𑣕𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣕𑣈 𑣞𑣁𑣗𑣂𑣓𑣈 𑣗𑣃𑣋𑣂𑣓𑣉𑣁, 𑣈𑣓𑣁 𑣕𑣈 𑣁𑣕𑣖𑣁 𑣜𑣁𑣌𑣁𑣗𑣁 𑣁𑣜 𑣈𑣓𑣁 𑣕𑣈𑣋𑣈 𑣞𑣁𑣗𑣂𑣓 𑣙𑣉𑣗𑣁 𑣔𑣁𑣆𑣓𑣈.

𑢨𑣓𑣋𑣁 𑣔𑣃𑣚𑣁𑣑 𑣃𑣘𑣁𑣙𑣁𑣜 𑣕𑣁𑣓𑣁 𑣎𑣁𑣓 𑣏𑣂 𑣘𑣉𑣞𑣂𑣕𑣈 𑣕𑣈𑣅𑣁.

𑢨𑣓𑣋𑣁 𑣌𑣉 𑣌𑣙𑣁𑣞 𑣙𑣉 𑣕𑣁𑣓𑣁 𑣌𑣉.

𑢡𑣌𑣉 𑣖𑣁𑣓𑣕𑣂𑣓𑣋 𑣁𑣜 𑣞𑣉𑣖𑣖𑣁𑣓 𑣌𑣉 𑣕𑣈𑣅𑣁.

𑢳𑣈𑣓𑣁 𑣈𑣓𑣋𑣁 𑣑𑣂𑣗𑣁𑣞 𑣜𑣈, 𑣎𑣉𑣌𑣁 𑣞𑣉𑣖𑣉𑣅𑣈 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣈𑣓𑣋𑣁 𑣌𑣈 𑣗𑣂𑣕𑣂𑣅𑣈𑣖𑣂 𑣕𑣈𑣅𑣁 𑣎𑣁𑣓𑣁 𑣁𑣅𑣈 𑣁𑣖 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉𑣜𑣁𑣉𑣁 𑣌𑣁𑣑𑣁.

𑢬𑣁𑣎𑣂𑣅𑣈𑣆 𑣖𑣈 𑣏𑣂𑣖𑣓𑣈𑣋 𑣁𑣖 𑣁𑣅𑣈 𑣔𑣃𑣚𑣁𑣑 𑣁𑣜 𑣞𑣈𑣗𑣁 𑣕𑣁𑣆 𑣅𑣈

𑢾𑣁𑣗𑣂𑣓 𑣌𑣉𑣅𑣈 𑣕𑣈 𑣎𑣁𑣜𑣃𑣜𑣂, 𑣇𑣔𑣃𑣗𑣁𑣆 𑣖𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣁𑣖𑣈𑣖 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁𑣆𑣅𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣗𑣁𑣆 𑣌𑣁𑣕𑣈.


Dimly lit or dark places can be both mysterious and alluring.

They can provide a sense of seclusion and privacy, but they can also be dangerous and frightening.

In literature, dark and dim places are often used to create a sense of suspense or horror.

For example, in Edgar Allan Poe's "The Tell-Tale Heart," the narrator's description of the dark room in which he murders the old man is both chilling and evocative.

In real life, dark and dim places can also be dangerous.

They can be difficult to navigate, and they can provide cover for criminals.

Additionally, dark places can make people feel vulnerable and afraid.

For this reason, it is important to be aware of your surroundings and to take precautions when entering a dark or dimly lit area.

Despite the potential dangers, dark and dim places can also be beautiful and inspiring.

They can provide a sense of peace and tranquility, and they can be conducive to creativity and reflection.

For example, many artists and writers have found inspiration in the darkness.

Vincent van Gogh, for example, was known for painting in the dark, and his work often reflects the beauty and mystery of the night.

𑢹𑣈𑣀𑣔𑣈 𑣓𑣃𑣗𑣈𑣄 𑣖𑣁𑣞𑣌𑣁𑣚 𑣉𑣓𑣑𑣉𑣄 𑣓𑣃𑣗𑣈𑣄 𑣎𑣁𑣋𑣁𑣌𑣉 𑣋𑣂𑣞𑣂𑣜 𑣉𑣓𑣑𑣉 𑣕𑣁𑣓𑣆𑣙𑣂 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣈.

𑣈𑣓𑣌𑣉𑣜𑣈𑣅𑣁 𑣈𑣞𑣌𑣁𑣜 𑣉𑣓𑣑𑣉 𑣙𑣁𑣘𑣁𑣕𑣈𑣅𑣁 𑣟𑣛𑣃𑣄 𑣈𑣖𑣔𑣆𑣙𑣁 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓𑣁𑣌𑣉 𑣈𑣑𑣌𑣈𑣑𑣈𑣐𑣈 𑣉𑣓𑣑𑣉 𑣗𑣉𑣜𑣉𑣙 𑣙𑣉𑣗𑣁𑣔𑣆𑣓𑣈.

𑣞𑣁𑣓𑣁𑣋𑣉𑣖 𑣜𑣈 ,𑣓𑣃𑣗𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣓𑣃𑣗𑣈𑣄 𑣎𑣁𑣋𑣁𑣌𑣉 𑣁𑣒𑣁𑣌𑣁𑣜 𑣗𑣁𑣓𑣉𑣙𑣁 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣗𑣉𑣜𑣉𑣜𑣈𑣅𑣁 𑣟𑣛𑣃𑣄 𑣗𑣆𑣙𑣉 𑣚𑣁𑣋𑣂𑣑 𑣗𑣃 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣔𑣆𑣙𑣈.

𑣎𑣈𑣖𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣈𑣑𑣋𑣁𑣜 𑣁𑣚𑣁𑣊 𑣘𑣉𑣊𑣌𑣉 "𑣔𑣂 𑣒𑣈𑣚 𑣒𑣈𑣚 𑣙𑣁𑣒" 𑣜𑣈 𑣗𑣈𑣅𑣁𑣓𑣁 𑣌𑣁𑣓𑣁 𑣉𑣌𑣉𑣓 𑣜𑣈𑣏𑣂 𑣓𑣃𑣗𑣈𑣄 𑣉𑣅𑣁 𑣜𑣈 𑣗𑣃𑣛𑣈 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣅𑣈 𑣚𑣂𑣅𑣈 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣗𑣈𑣅𑣁𑣓 𑣜𑣁𑣗𑣁𑣀 𑣉𑣓𑣑𑣉𑣄 𑣜𑣃𑣌𑣃.

𑣞𑣁𑣜𑣂𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣓𑣃𑣗𑣈𑣄 𑣉𑣓𑣑𑣉 𑣓𑣃𑣗𑣈𑣄 𑣎𑣁𑣋𑣁𑣌𑣉 𑣈𑣑𑣌𑣈𑣒𑣈𑣐𑣈 𑣙𑣉𑣗𑣁 𑣔𑣆𑣓𑣈.

𑣈𑣓𑣁𑣌𑣉 𑣜𑣈𑣅𑣁 𑣓𑣈𑣗𑣂𑣋𑣈𑣒 𑣗𑣃 𑣗𑣆𑣙𑣈 𑣌𑣉𑣞𑣉𑣒𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣁.

𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣖𑣁𑣓𑣌𑣉 𑣑𑣁𑣌𑣃𑣌𑣉, 𑣚𑣁𑣋𑣂𑣑 𑣎𑣈𑣜𑣈𑣉 𑣗𑣃 𑣈𑣖 𑣔𑣆𑣙𑣈 𑣌𑣃𑣁 𑣈𑣓𑣁𑣚𑣉𑣄 𑣕𑣈 𑣓𑣃𑣗𑣈 𑣑𑣁𑣅𑣈𑣑 𑣌𑣉 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣂𑣊𑣌𑣈 𑣚𑣁𑣗𑣁𑣄 𑣉𑣓𑣑𑣉 𑣗𑣉𑣜𑣉 𑣆𑣏𑣂 𑣁𑣔𑣆𑣏𑣂 𑣔𑣆𑣙𑣈𑣄.

𑣓𑣈𑣓 𑣌𑣁𑣉𑣓 𑣜𑣈 𑣁𑣗𑣈𑣓 𑣓𑣁𑣄 𑣌𑣃𑣒𑣂𑣖𑣃𑣚𑣂 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣙𑣃𑣞𑣂𑣙𑣈𑣜 𑣗𑣃 𑣕𑣆𑣓𑣈 𑣉𑣓𑣑𑣉 𑣓𑣃𑣗𑣈𑣄 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣌𑣁 𑣁𑣔𑣁𑣓 𑣖𑣁𑣞𑣌𑣁𑣚 𑣑𑣁𑣅𑣈𑣑 𑣌𑣉𑣜𑣈 𑣗𑣉𑣚𑣉 𑣕𑣁𑣓 𑣟𑣛𑣂𑣜𑣈 𑣙𑣃𑣞𑣂𑣙𑣈𑣜 𑣕𑣆𑣓 𑣋𑣉𑣜𑣉𑣎 𑣋𑣈𑣅𑣁.

𑣈𑣑𑣌𑣈𑣑𑣈𑣐𑣈 𑣙𑣃𑣗𑣁𑣉 𑣕𑣁𑣓 𑣜𑣈𑣅𑣉 ,𑣓𑣃𑣗𑣈𑣄 𑣉𑣓𑣑𑣉 𑣓𑣃𑣗𑣈𑣄 𑣑𑣁𑣅𑣈𑣑 𑣌𑣉 𑣞𑣃𑣋𑣁𑣛 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈𑣜𑣐𑣉𑣐𑣁 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣁 .

𑣈𑣓𑣁𑣌𑣉 𑣜𑣈𑣅𑣁 𑣎𑣈𑣜𑣈𑣉 𑣉𑣓𑣑𑣉 𑣎𑣈𑣜𑣈𑣉 𑣜𑣈𑣅𑣁 𑣟𑣛𑣃𑣄 𑣈𑣖𑣔𑣁𑣙𑣈𑣍 𑣕𑣈𑣓𑣈 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣁𑣌𑣉 𑣜𑣈𑣅𑣁 𑣞𑣃𑣌𑣃 𑣓𑣈𑣜𑣈𑣉 𑣉𑣓𑣑𑣉𑣄 𑣕𑣈𑣜𑣞𑣁 𑣚𑣁𑣋𑣂𑣑 𑣔𑣈𑣀𑣋𑣁 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣁.

𑢮𑣈𑣖𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣈𑣞𑣃𑣘𑣃𑣜𑣈𑣄 𑣘𑣁𑣒𑣂𑣌𑣈𑣜 𑣉𑣓𑣑𑣉𑣄 𑣉𑣓𑣚𑣂𑣅𑣈 𑣌𑣉 𑣓𑣃𑣗𑣈𑣜𑣈𑣄 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣓𑣁𑣖 𑣔𑣆𑣙𑣈.

𑢮𑣈𑣖𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣗𑣂𑣓𑣞𑣈𑣓𑣒 𑣗𑣁𑣓 𑣋𑣉𑣋 𑣜𑣃𑣘 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣁𑣒𑣌𑣁𑣜 𑣕𑣆𑣖𑣈𑣓𑣁 𑣉𑣓𑣑𑣉 𑣁𑣌𑣂𑣓𑣈𑣄 𑣘𑣆𑣒𑣂 𑣓𑣂𑣔𑣈 𑣜𑣈𑣅𑣁 𑣞𑣃𑣋𑣁𑣛 𑣉𑣓𑣑𑣉 𑣋𑣂𑣞𑣂𑣜 𑣜𑣈𑣅𑣁 𑣕𑣈𑣜𑣞𑣁𑣅𑣁.


Fashion and style are constantly evolving, as new trends emerge and old ones fade away.

But one thing that never changes is the human desire to look good.

Whether you're dressing for a night out on the town or a day at the office, your outfit should reflect your personality and make you feel confident.

One of the biggest trends in fashion this year is the return of long, flowing dresses.

These dresses are perfect for any occasion, and they can be dressed up or down depending on your needs.

If you're looking for a dress that will make you stand out from the crowd, a long, flowing dress is a great option.

Another trend that is gaining popularity is sustainable fashion.

This means choosing clothing that is made from recycled materials or from brands that have a commitment to ethical manufacturing.

Sustainable fashion is not only good for the environment, but it's also good for your wallet.

As the world becomes more globalized, fashion trends are becoming more uniform.

What's popular in one country is quickly becoming popular in another.

This means that you can now find the latest fashion trends no matter where you live.

𑢾𑣁𑣎𑣁𑣉 𑣞𑣁𑣖𑣘𑣉𑣛 𑣉𑣓𑣑𑣉 𑣆𑣞𑣒𑣁𑣚 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣈 𑣁𑣓𑣁𑣅𑣁𑣜𑣙 𑣕𑣓𑣁,𑣌𑣁𑣜𑣉𑣓 𑣓𑣁𑣖𑣁 𑣎𑣉𑣓𑣉𑣖𑣈𑣓 𑣕𑣁𑣓𑣁 𑣉𑣓𑣑𑣉 𑣘𑣁𑣜𑣁𑣜𑣂 𑣕𑣈𑣅𑣁 𑣌𑣉 𑣙𑣃𑣛𑣂𑣊 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 .

𑣖𑣈𑣓𑣔𑣉 𑣖𑣂𑣓𑣑𑣉 𑣋𑣂𑣓𑣂𑣝 𑣉𑣌𑣃𑣓𑣁 𑣏𑣂 𑣏𑣃𑣂𑣚𑣈𑣉 𑣌𑣁 𑣗𑣉𑣔𑣉𑣚𑣉𑣁 𑣈𑣓𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣓𑣈𑣚 𑣕𑣈𑣅𑣁 𑣙𑣉𑣉𑣄𑣁 𑣞𑣁𑣓𑣁𑣊.

𑣁𑣗𑣈𑣓 𑣗𑣁𑣎𑣁𑣜𑣈 𑣓𑣂𑣔𑣈 𑣜𑣈 𑣚𑣂𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣙𑣉𑣜𑣉𑣄 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣉𑣘𑣂𑣞 𑣜𑣈 𑣔𑣂𑣓 𑣗𑣈𑣓 𑣌𑣁𑣒𑣁𑣈 𑣜𑣈𑣅𑣉 𑣁𑣗𑣈𑣓𑣁𑣄 𑣚𑣈𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣁𑣗𑣈𑣓𑣁𑣄 𑣁𑣘𑣁𑣓𑣁𑣜𑣁𑣄 𑣕𑣈𑣓𑣈𑣜𑣞𑣁 𑣗𑣆 𑣔𑣆𑣙𑣉𑣁 𑣉𑣓𑣑𑣉 𑣁𑣗𑣈𑣓𑣁 𑣎𑣂𑣗𑣈𑣞𑣁𑣞 𑣟𑣛𑣃𑣄 𑣆𑣏𑣂 𑣔𑣆𑣙𑣈𑣗𑣃.

𑣓𑣈𑣓 𑣞𑣂𑣜𑣖𑣈 𑣞𑣁𑣎𑣁𑣉 𑣞𑣁𑣘𑣁𑣛𑣁𑣉 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣖𑣁𑣜𑣁𑣀 𑣙𑣃𑣜𑣁 𑣙𑣉𑣗𑣁𑣉𑣕𑣓𑣁

𑣎𑣂𑣚𑣂𑣊 𑣏𑣈𑣀𑣈𑣚 𑣚𑣂𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣞𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁.

𑣓𑣈𑣓 𑣚𑣂𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣆𑣒𑣁𑣄 𑣓𑣈𑣙𑣈𑣋𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣙𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣂𑣓𑣁𑣄 𑣌𑣉𑣎𑣁𑣜 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣆𑣓𑣁𑣌𑣉 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣚𑣁𑣕𑣁𑣜 𑣜𑣈 𑣗𑣃 𑣞𑣁𑣎𑣁𑣉 𑣔𑣆𑣙𑣈𑣄 .

𑣁𑣗𑣈𑣓 𑣈𑣓𑣚𑣂𑣌𑣁𑣓 𑣖𑣂𑣓𑣑𑣉 𑣚𑣂𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣗𑣈𑣓 𑣓𑣁𑣖 𑣕𑣁𑣓 𑣜𑣈𑣔𑣉 𑣉𑣌𑣃𑣓𑣁 𑣏𑣂 𑣁𑣗𑣈𑣓 𑣗𑣂𑣛𑣙𑣈𑣕𑣈 𑣜𑣈𑣅𑣉 𑣆𑣒𑣁𑣗𑣂𑣓𑣁 𑣈𑣓𑣜𑣈𑣔𑣉 𑣖𑣂𑣓𑣑𑣉 𑣎𑣂𑣚𑣂𑣊 .

𑣏𑣈𑣀𑣈𑣚 𑣚𑣂𑣎𑣈𑣄 𑣞𑣃𑣕𑣃𑣂 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣗𑣁𑣐𑣂𑣙𑣈𑣓 𑣞𑣁𑣚𑣁 .

𑣗𑣁𑣐𑣂𑣅𑣈 𑣘𑣈𑣞𑣉𑣓 𑣞𑣁𑣖𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣂𑣜𑣗𑣃𑣜𑣃 𑣚𑣁𑣋𑣂𑣑 𑣞𑣃𑣖𑣈𑣑 𑣔𑣉 𑣗𑣁𑣓𑣉 𑣈𑣓 𑣚𑣉𑣙𑣕𑣈 𑣟𑣁𑣚𑣈𑣒 𑣚𑣁𑣋𑣂𑣑𑣉 𑣋𑣈 𑣗𑣁𑣐𑣂𑣅𑣈.

𑣙𑣉𑣛 𑣟𑣓𑣃𑣜𑣃𑣖 𑣗𑣆𑣕𑣈𑣓 𑣌𑣉 𑣁𑣔𑣆 𑣕𑣈𑣓𑣌𑣉 𑣉𑣓𑣑𑣉 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣜𑣁 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁.

𑣞𑣁𑣗𑣈𑣓𑣔𑣂𑣓𑣈𑣄 𑣞𑣁𑣎𑣁𑣉 𑣞𑣁𑣘𑣁𑣛𑣁𑣉.𑣓𑣈𑣓𑣜𑣈𑣄 𑣉𑣜𑣕𑣉 𑣙𑣉𑣗𑣁𑣉𑣕𑣓𑣁 𑣁𑣗𑣈𑣓 .

𑣓𑣁𑣄 𑣎𑣁𑣓 𑣕𑣁𑣄 𑣜𑣈𑣗𑣈𑣓 𑣕𑣆𑣓 𑣕𑣈𑣓 𑣜𑣈𑣅𑣉 𑣓𑣁𑣀 𑣀𑣁 𑣞𑣁𑣎𑣁𑣉 𑣞𑣁𑣘𑣁𑣛𑣁𑣉 𑣜𑣈𑣅𑣁 𑣒𑣜𑣈𑣓𑣑 𑣗𑣃 𑣓𑣁𑣖 𑣔𑣆𑣙𑣈.


Droughts are a major cause of crop failure, and can have a devastating impact on food security and livelihoods.

In 2019, a severe drought in the Horn of Africa left millions of people without food.

The drought was caused by a combination of factors, including El Niño and climate change.

The drought killed livestock, destroyed crops, and forced people to flee their homes.

In some areas, the drought was so severe that it caused famine.

The Pacific Ocean is a major driver of global climate patterns.

El Niño is a natural climate pattern that occurs every few years.

During El Niño, the ocean surface temperature in the Pacific Ocean rises, which can cause droughts in some parts of the world and floods in others.

Climate change is also causing the Earth's temperature to rise, which is leading to more extreme weather events, such as droughts.

Birds are sensitive to changes in their environment.

Droughts can cause a shortage of food and water for birds, which can lead to death or migration.

For example, a drought in the western United States in 2021 caused a decline in the population of some bird species, such as the black-throated sparrow.

𑢡𑣌𑣁𑣚 𑣌𑣉𑣔𑣉 𑣌𑣂𑣜𑣞𑣂 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣜𑣈𑣅𑣁 𑣖𑣁𑣜𑣀 𑣌𑣁𑣜𑣉𑣓 𑣕𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣎𑣉𑣖𑣁𑣄 𑣜𑣂𑣌𑣈𑣜𑣁𑣌𑣁 𑣁𑣜 𑣁𑣓𑣁𑣞𑣃𑣚 𑣌𑣉 𑣟𑣎𑣈𑣛𑣈𑣙𑣈 𑣚𑣂𑣌𑣁𑣓 𑣘𑣉𑣜𑣗𑣁𑣗 𑣆𑣅𑣃𑣄 𑣔𑣆𑣙𑣈𑣄.

𑣢𑣠𑣡𑣩 𑣜𑣈 𑣖𑣂𑣅𑣈𑣑 𑣖𑣁𑣜𑣀 𑣁𑣌𑣁𑣚 𑣁𑣘𑣂𑣜𑣂𑣌𑣁 𑣜𑣈𑣅𑣁𑣄 𑣔𑣂𑣜𑣂𑣀 𑣘𑣈𑣜𑣈 𑣖𑣂𑣚𑣂𑣅𑣉𑣓 𑣖𑣁𑣓𑣉𑣙𑣁 𑣌𑣉 𑣎𑣉𑣖𑣁𑣄 𑣗𑣈𑣋𑣁𑣜 𑣜𑣈 𑣜𑣂𑣌𑣈 𑣌𑣈𑣑𑣌𑣉𑣙𑣁.

𑣓𑣈𑣓 𑣁𑣌𑣁𑣚 𑣔𑣉 𑣏𑣂𑣖𑣂𑣓𑣈𑣀𑣋𑣈𑣄 𑣞𑣈𑣚𑣖𑣂𑣞𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣚𑣈𑣓𑣁, 𑣈𑣚𑣓𑣂𑣓𑣉 𑣁𑣜 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣗𑣉𑣔𑣉𑣚 𑣖𑣂𑣞𑣈𑣙𑣈 𑣌𑣈𑣓𑣈.

𑣓𑣈𑣓 𑣁𑣌𑣁𑣚 𑣔𑣉 𑣟𑣜𑣂𑣄 𑣖𑣈𑣜𑣈𑣖 𑣌𑣉 𑣋𑣉𑣄 𑣌𑣈𑣑𑣌𑣉𑣙𑣁 𑣌𑣂𑣜𑣂𑣞𑣂 𑣌𑣉 𑣟𑣎𑣈𑣛𑣈 𑣌𑣈𑣑𑣁 ,𑣁𑣜 𑣙𑣉𑣌𑣉 𑣉𑣙𑣁𑣄 𑣔𑣃𑣙𑣈𑣜 𑣗𑣁𑣋𑣈 𑣖𑣈𑣕𑣈 𑣓𑣂𑣜𑣗𑣁𑣋𑣈 𑣆𑣏𑣂𑣌𑣈𑣑𑣌𑣉𑣙𑣁.

𑣕𑣁𑣜𑣁 𑣆𑣜𑣂𑣅𑣁 𑣘𑣁𑣜𑣈𑣔𑣉 𑣓𑣈𑣓 𑣁𑣌𑣁𑣚 𑣆𑣖𑣂𑣓 𑣖𑣁𑣜𑣀 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣜𑣂𑣀𑣋𑣈 𑣜𑣂𑣓𑣁 𑣌𑣈𑣑𑣁.

𑣘𑣜𑣜𑣞𑣁𑣓𑣕 𑣔𑣉𑣜𑣈𑣅𑣁 𑣔𑣉 𑢵 𑣔𑣂𑣝𑣃𑣖 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣙𑣉𑣜𑣁 𑣗𑣁𑣜𑣁 𑣜𑣈𑣅𑣁 𑣖𑣁𑣜𑣀 𑣙𑣁𑣜𑣂𑣑𑣂𑣂𑣕𑣈𑣓𑣂𑣄 .

𑣈𑣚𑣓𑣂𑣓𑣉 𑣔𑣉 𑣘𑣁𑣜𑣌𑣃𑣜𑣕𑣂𑣌 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣙𑣉𑣜𑣁 𑣗𑣁𑣜𑣁 𑣕𑣓𑣁.

𑣉𑣌𑣓𑣁 𑣏𑣂 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣞𑣂𑣜𑣖𑣈 𑣜𑣈 𑣖𑣂𑣞𑣈 𑣙𑣉𑣗𑣁𑣙𑣁. 𑣈𑣚𑣓𑣂𑣓𑣉 𑣆𑣖𑣂𑣕𑣈𑣔𑣉, 𑣘𑣜𑣞𑣁𑣓𑣕𑣉 𑣔𑣉𑣜𑣈𑣅𑣁 𑣜𑣈𑣅𑣁𑣄 𑣏𑣂𑣕𑣁𑣓 𑣖𑣃𑣀𑣙𑣈 𑣚𑣉𑣚𑣉 𑣜𑣁𑣌𑣁𑣗𑣁.

𑢩𑣌𑣃𑣓𑣁 𑣏𑣂 𑢵 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣁 𑣕𑣁𑣜𑣁 𑣘𑣁𑣌𑣃𑣒𑣂𑣜𑣈 𑣁𑣌𑣁𑣚 𑣆𑣏𑣂𑣅𑣈𑣄 𑣌𑣓𑣑𑣉𑣄 𑣕𑣁𑣜𑣁 𑣜𑣈𑣔𑣉 𑣗𑣁𑣙𑣁𑣓 𑣆𑣏𑣂𑣅𑣈𑣄.                                                                                𑣙𑣉𑣅𑣉𑣋𑣁𑣖𑣁 𑣗𑣉𑣔𑣉𑣚 𑣁𑣜𑣋𑣈 𑢵 𑣜𑣈𑣅𑣁 𑣚𑣉𑣚𑣉 𑣜𑣁𑣌𑣁𑣗𑣈 𑣚𑣁𑣋𑣂𑣑 𑣔𑣆𑣕𑣈𑣓𑣈.

𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣗𑣉𑣔𑣉𑣚 𑣔𑣆𑣕𑣈𑣓𑣈                                                                                𑣚𑣁𑣓𑣁𑣄 𑣔𑣁𑣄 𑣋𑣁𑣖𑣁 𑣉𑣕𑣉𑣊 𑣆𑣔𑣂𑣂 𑣕𑣈𑣓𑣈

𑣏𑣂𑣚𑣂𑣌𑣈𑣏𑣂 𑣁𑣌𑣁𑣚𑣌𑣉 ,𑣉𑣅𑣈 𑣏𑣈𑣐𑣈 𑣌𑣉 𑢺𑣁𑣋𑣂𑣑 𑣁𑣌𑣃𑣙𑣁𑣄 𑣒𑣁𑣓𑣁𑣙𑣈𑣑 𑣗𑣉𑣔𑣉𑣚 𑣈𑣞𑣃 𑣎𑣁𑣜𑣂𑣋𑣂𑣅𑣁                                                                                𑣁𑣌𑣁𑣚 𑣔𑣉 𑣏𑣈𑣐𑣈 𑣌𑣉𑣙𑣁𑣄 𑣎𑣉𑣖𑣁𑣄 𑣉𑣓𑣑𑣉𑣅 𑣔𑣁𑣄𑣈 𑣔𑣃𑣀𑣋𑣃𑣂𑣙𑣈,𑣉𑣌𑣃𑣓𑣁 𑣏𑣂 𑣁𑣌𑣃𑣙𑣁𑣄 𑣋𑣉𑣓𑣉𑣄𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣆𑣒𑣁𑣘𑣁 𑣁𑣕𑣉𑣖 𑣙𑣉𑣜𑣁𑣕𑣈𑣄 𑣆𑣔𑣂𑣙𑣈.

𑣟𑣓𑣃𑣔𑣃𑣗 𑣚𑣈𑣌𑣁𑣕𑣈 ,𑣢𑣠𑣢𑣡 𑣜𑣈 𑣆𑣅𑣃𑣓𑣆𑣑𑣈𑣑 𑣆𑣞𑣑𑣈𑣑 𑣜𑣈𑣅𑣁 𑣞𑣂𑣊𑣋𑣂 𑣙𑣁𑣞𑣃𑣜𑣘𑣈𑣜𑣈 𑣙𑣉𑣗𑣚𑣈𑣓 𑣁𑣌𑣁𑣚𑣕𑣈 𑣆𑣓𑣕𑣁𑣄 𑣜𑣈𑣓 𑣏𑣈𑣐𑣈 𑣌𑣉𑣙𑣁𑣄 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣂𑣕𑣈 𑣙𑣃𑣛𑣂𑣍 𑣚𑣈𑣓𑣁 ,𑣏𑣂𑣚𑣂𑣌𑣈𑣏𑣂 𑣙𑣈𑣓𑣔𑣈 𑣙𑣉𑣒𑣙𑣁𑣓 𑣑𑣈𑣑𑣈𑣖 𑣌𑣉 .


Rationalist thought is the belief that the only way to acquire knowledge is through reason and logic.

It is based on the idea that the world is governed by natural laws that can be understood through observation and experimentation.

Rationalists believe that the only way to truly understand the world is to strip away all of our preconceived notions and biases and look at things objectively.

This can be a difficult task, but it is one that is essential for making progress in science and philosophy.

Rationalists believe that the only way to make good decisions is to base them on facts and evidence.

They reject the idea that intuition or emotion can ever be a reliable guide to truth.

This does not mean that rationalists are cold and unfeeling; they simply believe that it is important to separate our feelings from our thoughts when making decisions.

Rationalism has been a major force in the development of Western thought.

It has led to many important advances in science, philosophy, and technology.

However, it has also been criticized for being too narrow and rigid.

Some people argue that it ignores the importance of emotion and intuition, and that it can lead to a dehumanizing view of the world.

Despite these criticisms, rationalism remains a powerful force in Western thought.

𑢬𑣉𑣘𑣉𑣒𑣁𑣜 𑣟𑣛𑣃𑣄 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣂𑣞𑣁𑣞 𑣖𑣂𑣓𑣁𑣄 𑣏𑣂 𑣞𑣈𑣀𑣅𑣁 𑣓𑣁𑣖 𑣖𑣂𑣓𑣑𑣉𑣋𑣈 𑣙𑣉𑣜𑣁 𑣙𑣉𑣗𑣁𑣙 𑣕𑣓𑣁 𑣌𑣁𑣜𑣉𑣓 𑣔𑣉 𑣌𑣉𑣘𑣉𑣒𑣁𑣜 .

𑣓𑣈𑣓 𑣈𑣓 𑣟𑣛𑣃𑣄 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣁𑣔𑣁𑣜𑣂𑣔 𑣖𑣂𑣓𑣁𑣄 𑣏𑣂 𑣔𑣂𑣞𑣃𑣖 𑣘𑣃𑣔𑣋𑣈𑣖 𑣓𑣈𑣅𑣉𑣖 𑣕𑣈 𑣏𑣁𑣚𑣁𑣉𑣙𑣁 𑣌𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣓𑣈𑣚 𑣓𑣈𑣘𑣈𑣚 𑣉𑣓𑣑𑣉𑣄 𑣗𑣈𑣛𑣈𑣉 𑣕𑣈𑣋𑣈𑣗𑣃 𑣞𑣌𑣘𑣉𑣖𑣎𑣁𑣉𑣙𑣁 .

𑣌𑣉𑣒𑣁𑣜 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣙𑣉𑣉 𑣌𑣉 𑣟𑣛𑣃𑣂 𑣏𑣂 𑣔𑣂𑣝𑣃𑣖 𑣁𑣗𑣃 𑣞𑣁𑣗𑣈𑣓 𑣁𑣅𑣁𑣜 𑣜𑣈 𑣕𑣈 𑣁𑣔𑣁𑣓 𑣉𑣓𑣑𑣉𑣄 𑣘𑣉𑣌𑣅𑣉 𑣘𑣁𑣕𑣂 𑣞𑣁𑣓𑣂𑣀𑣋𑣈 𑣕𑣈𑣅𑣁 𑣋𑣂𑣓𑣂𑣞 𑣌𑣉 𑣓𑣈𑣚𑣈𑣕𑣈𑣅𑣁 .

𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣈𑣞𑣃 𑣌𑣉𑣞𑣉𑣒𑣉 𑣘𑣆𑣒𑣂 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁 𑣖𑣈𑣓𑣔𑣉 𑣘𑣂𑣒𑣂𑣌𑣈 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣈𑣚 𑣜𑣈𑣅𑣁 𑣉𑣋𑣜 𑣜𑣋𑣉𑣕𑣂 𑣚𑣁𑣋𑣂𑣑 𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁 .

𑣌𑣉𑣒𑣁𑣜 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣂𑣞𑣁𑣞 𑣖𑣈𑣓𑣁𑣄 𑣏𑣂 𑣓𑣁𑣐𑣂𑣙𑣈𑣓 𑣓𑣂𑣞𑣘𑣉𑣕𑣂 𑣆𑣑𑣂𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉𑣋𑣈 𑣙𑣉𑣜𑣁 𑣕𑣉𑣙𑣕 𑣕𑣂𑣅𑣉 𑣉𑣓𑣑𑣉𑣄 𑣘𑣉𑣜𑣖𑣁𑣐 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 .

𑣁𑣌𑣉𑣙𑣁𑣄 𑣈𑣓𑣁 𑣟𑣛𑣃𑣄 𑣌𑣁 𑣜𑣂𑣌𑣈 𑣕𑣈𑣅𑣁 𑣌𑣁𑣜𑣉𑣓 𑣉𑣓𑣑𑣉𑣄 𑣟𑣛𑣃𑣄 𑣞𑣁𑣜𑣂𑣋𑣈 𑣖𑣂𑣓𑣑𑣉𑣄 𑣓𑣂𑣜𑣗𑣉𑣜 𑣎𑣉𑣋𑣂𑣅𑣉 𑣖𑣁𑣜𑣞𑣁𑣚 𑣙𑣉𑣜𑣁 .

𑣓𑣈𑣓𑣁 𑣖𑣁𑣓𑣈 𑣌𑣁 𑣕𑣓𑣁 𑣏𑣂 𑣌𑣉𑣒𑣁𑣜 𑣌𑣉𑣘𑣉𑣒𑣁𑣜 𑣌𑣉𑣔𑣉 𑣙𑣈𑣅𑣁𑣕𑣂𑣀 𑣙𑣈𑣅𑣁𑣌𑣉 ,𑣁𑣌𑣉 𑣆𑣖𑣂𑣅𑣈𑣀 𑣌𑣉 𑣟𑣛𑣃𑣂 𑣏𑣂 𑣓𑣂𑣞𑣘𑣉𑣕𑣂 𑣆𑣑𑣈𑣕𑣁𑣓 𑣞𑣉𑣖𑣌𑣅𑣈 𑣜𑣈 𑣁𑣗𑣃𑣁𑣈 𑣟𑣛𑣃𑣄 𑣕𑣁𑣓𑣁𑣋𑣁 𑣙𑣉𑣗𑣁𑣉 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁 .

𑣘𑣁𑣞𑣏𑣁𑣕 𑣟𑣛𑣃𑣄 𑣜𑣈 𑣗𑣂𑣌𑣁𑣞 𑣜𑣈 𑣌𑣉𑣒𑣁𑣜 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣔𑣉 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣁𑣜𑣁𑣀 𑣘𑣈𑣄 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 .

𑣓𑣈𑣓𑣁 𑣘𑣂𑣒𑣂𑣌𑣈, 𑣓𑣈𑣓𑣈𑣚, 𑣉𑣓𑣑𑣉𑣄 𑣒𑣈𑣄 𑣞𑣈𑣀𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣁𑣅𑣁𑣜 𑣘𑣁 𑣞𑣈𑣓 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣓𑣈 .

𑣈𑣓𑣜𑣈𑣔𑣉 𑣓𑣈𑣓𑣁 𑣈𑣞𑣃 𑣙𑣃𑣛𑣂𑣊 𑣉𑣓𑣑𑣉𑣄 𑣌𑣈𑣒𑣈𑣄 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣗𑣆𑣙𑣈𑣌𑣈𑣓𑣈.

𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣌𑣉𑣒𑣁𑣜𑣈𑣅𑣁 𑣌𑣉𑣏𑣂 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣟𑣛𑣃𑣄 𑣉𑣓𑣑𑣉𑣄 𑣖𑣁𑣖𑣁𑣜𑣁𑣀 𑣌𑣁 𑣓𑣈𑣚𑣈𑣜𑣈𑣔𑣉 𑣓𑣈𑣓𑣁 𑣔𑣂𑣞𑣃𑣖 𑣋𑣉𑣒𑣁 𑣜𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉 𑣖𑣁𑣓𑣉𑣗𑣂𑣌 𑣔𑣃𑣜𑣞𑣒𑣂𑣌𑣉𑣓 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣁 .

𑣓𑣈𑣓𑣁 𑣌𑣉𑣒𑣁𑣜 𑣚𑣉𑣉𑣄 𑣕𑣈 𑣞𑣉𑣕𑣉𑣅𑣈𑣑 𑣌𑣉𑣒𑣁𑣜 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣘𑣈𑣄 𑣗𑣁𑣓 𑣘𑣈𑣄 𑣌𑣁𑣕𑣈 𑣕𑣆𑣙𑣈𑣌𑣈𑣓𑣈.


Same-sex marriage is a legal union of two people of the same sex.

The legal recognition of same-sex marriage has been the subject of much debate in recent years.

Some people believe that same-sex marriage should be legal, while others believe that it should not be.

There are a number of arguments for and against same-sex marriage.

One argument in favor of same-sex marriage is that it is a matter of equality.

All people, regardless of their sexual orientation, should have the same rights and responsibilities.

Marriage is a fundamental right, and same-sex couples should be able to enjoy this right just like heterosexual couples.

Another argument in favor of same-sex marriage is that it is beneficial for children.

Studies have shown that children who are raised by same-sex parents are just as well-adjusted as children who are raised by heterosexual parents.

In fact, some studies have even shown that children who are raised by same-sex parents may be more tolerant and accepting of others.

Of course, there are also arguments against same-sex marriage.

Some people believe that marriage is a union between a man and a woman, and that same-sex couples should not be allowed to marry.

𑢷𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣙𑣉𑣗𑣁𑣙𑣕𑣁𑣓𑣁 𑣗𑣃𑣚𑣂𑣑 𑣜𑣈𑣅𑣁 𑣗𑣁𑣜 𑣙𑣉𑣛 𑣌𑣂𑣓𑣈𑣄 𑣖𑣂𑣓𑣑𑣉𑣄 𑣁𑣆𑣓𑣋𑣕 𑣖𑣂𑣓𑣂𑣞𑣈.

𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣜𑣈 𑣁𑣆𑣓 𑣋𑣉𑣕𑣉 𑣞𑣂𑣌𑣃𑣜𑣂𑣕𑣂 𑣞𑣁𑣖𑣘𑣉𑣜𑣕𑣂𑣌𑣉 𑣗𑣉𑣜𑣞𑣉 𑣌𑣉𑣜𑣈 𑣗𑣂𑣕𑣉𑣜𑣌𑣉𑣜𑣈 𑣗𑣂𑣞𑣉𑣅 𑣙𑣉𑣗𑣁𑣌𑣁𑣓𑣁 .

𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣉𑣛 𑣌𑣉 𑣗𑣈𑣞𑣁𑣞𑣉𑣅𑣈 𑣕𑣁𑣓𑣁 𑣌𑣉 𑣏𑣂 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣁𑣁𑣀𑣔𑣂 𑣁𑣆𑣓 𑣋𑣉𑣕𑣉 𑣙𑣉𑣗𑣁𑣓 𑣔𑣉𑣜𑣌𑣁𑣜 , 𑣏𑣂𑣖𑣂𑣕𑣈𑣊 𑣈𑣒𑣁𑣄 𑣌𑣉 𑣗𑣈𑣞𑣁𑣞𑣉𑣅𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣔𑣉𑣜𑣌𑣁𑣜 .

𑣗𑣁𑣜𑣁 𑣗𑣁𑣜𑣂 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣗𑣂𑣘𑣉𑣌𑣂𑣅𑣉 𑣜𑣈 𑣈𑣞𑣃 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣖𑣂𑣓𑣁𑣄 .

𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉𑣄 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣙𑣉𑣗𑣁𑣙𑣕𑣁𑣓𑣁 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣗𑣂𑣞𑣉𑣅𑣈.

𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣛 𑣌𑣉𑣙𑣁𑣄 , 𑣁𑣌𑣉𑣙𑣁𑣄 𑣎𑣃𑣙𑣁𑣓 𑣘𑣉𑣜𑣗𑣉𑣜𑣕𑣂 𑣏𑣁𑣓𑣁𑣗𑣜𑣈, 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣉𑣔𑣂𑣌𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣔𑣆𑣕𑣉 𑣕𑣆𑣓 𑣔𑣉𑣜𑣌𑣁𑣜 .

𑣁𑣁𑣀𑣔𑣂 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣉𑣟𑣛𑣂𑣌 𑣉𑣔𑣂𑣌𑣁𑣜 ,𑣉𑣓𑣑𑣉𑣄 𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣌𑣃𑣚𑣋𑣂𑣅𑣁 𑣌𑣂𑣓 𑣗𑣂𑣞𑣉𑣖 𑣗𑣃𑣚𑣂𑣑 𑣌𑣃𑣚𑣋𑣂𑣅𑣁 𑣌𑣂𑣓 𑣚𑣂𑣌𑣁 𑣓𑣈𑣓 𑣉𑣔𑣂𑣌𑣁𑣜 𑣟𑣘𑣉𑣗𑣉𑣋𑣈 𑣕𑣈𑣅𑣁 𑣞𑣉𑣌𑣂𑣙𑣉𑣖 𑣙𑣁𑣗𑣁𑣓 𑣔𑣉𑣜𑣌𑣁𑣜.

𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉𑣙𑣉 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣙𑣉𑣗𑣁𑣙𑣕𑣁𑣓𑣁 𑣓𑣈𑣓 𑣙𑣉𑣓 𑣋𑣁𑣐𑣁 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣚𑣁𑣘𑣁 𑣙𑣉𑣗𑣁 𑣕𑣁𑣓𑣁.

𑣘𑣁𑣛𑣁𑣉𑣌𑣈𑣕𑣈 𑣏𑣂𑣜𑣋𑣈𑣚𑣉𑣄 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣈𑣀𑣋𑣁 𑣁𑣘𑣃 𑣌𑣂𑣓 𑣁𑣞𑣃𑣚 𑣙𑣉𑣓 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣗𑣃𑣚𑣂𑣑 𑣈𑣀𑣋𑣁 𑣁𑣘𑣃 𑣌𑣂𑣓𑣈𑣄 𑣁𑣞𑣃𑣚 𑣙𑣉𑣓 𑣌𑣉𑣙𑣁𑣄 𑣚𑣈𑣌𑣁 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣚𑣂𑣌𑣁𑣕𑣈 𑣌𑣁𑣜𑣁𑣗 𑣖𑣂𑣓𑣂𑣞𑣈 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁𑣌𑣂𑣓.

𑣞𑣁𑣜𑣂 𑣕𑣈𑣔𑣉 , 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣘𑣁𑣛𑣁𑣉 𑣌𑣈𑣕𑣈 𑣓𑣈𑣓𑣁 𑣙𑣉 𑣏𑣂𑣜𑣋𑣈𑣚𑣉𑣄 𑣕𑣓𑣁 𑣏𑣂 𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣈𑣀𑣋𑣁 𑣁𑣘𑣃 𑣌𑣂𑣓 𑣓𑣈𑣄 𑣁𑣞𑣃𑣚 𑣙𑣉𑣓 𑣌𑣉 , 𑣘𑣃𑣜𑣈𑣄 𑣞𑣉𑣙𑣉𑣓𑣞𑣂𑣛𑣈 𑣉𑣓𑣑𑣉𑣄 𑣆𑣒𑣁𑣄 𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣁𑣘𑣁𑣓𑣁𑣜𑣌𑣉 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁 .

𑣈𑣓𑣔𑣉 ,𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣁𑣁𑣀𑣔𑣂 𑣗𑣂𑣜𑣉𑣔 𑣜𑣈𑣄𑣉 𑣋𑣈 𑣌𑣉𑣘𑣃𑣒𑣁𑣜 𑣖𑣂𑣓𑣁𑣄 .

𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣂𑣞𑣁𑣞 𑣙𑣈𑣅𑣁 𑣏𑣂 𑣁𑣁𑣀𑣔𑣂 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣌𑣉𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣃𑣂 𑣚𑣉𑣉𑣄 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣂𑣞𑣈 ,𑣉𑣀𑣑𑣉𑣄 𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣃𑣚𑣂𑣑 𑣌𑣃𑣚𑣋𑣂𑣅𑣁 𑣌𑣂𑣓𑣙𑣈𑣄 𑣁𑣁𑣀𑣔𑣂 𑣔𑣂𑣓𑣕𑣈𑣅𑣁 𑣉𑣓𑣃𑣖𑣉𑣕𑣂 𑣌𑣁 𑣈𑣖𑣁𑣌𑣉𑣕𑣈𑣅𑣁  𑣌𑣁𑣎𑣂.


Dictators are often seen as ruthless and bloodthirsty rulers who have no regard for human life.

While there is some truth to this stereotype, it is important to remember that not all dictators are the same.

Some have been responsible for great atrocities, while others have actually improved the lives of their people.

One of the most famous dictators in history is Adolf Hitler.

Hitler was the leader of Nazi Germany from 1933 to 1945.

Under his rule, Germany invaded several countries and committed genocide against the Jews and other minority groups.

Hitler is responsible for the deaths of millions of people, and he is considered one of the most evil men in history.

Another famous dictator is Joseph Stalin.

Stalin was the leader of the Soviet Union from 1924 to 1953.

Under his rule, the Soviet Union became a superpower, but it also experienced a great deal of repression and violence.

Millions of people were killed or imprisoned under Stalin's regime.

While Hitler and Stalin are two of the most infamous dictators in history, there have been many others who have committed atrocities.

𑢵𑣓𑣁𑣞𑣁𑣙 𑣙𑣉𑣉 𑣌𑣉 𑣘𑣃𑣜𑣄 𑣕𑣈 𑣜𑣁𑣙𑣋𑣉 𑣉𑣓𑣑𑣉𑣄 𑣙𑣉𑣉 𑣋𑣉𑣈 𑣕𑣓 𑣝𑣁𑣙𑣞𑣉𑣉𑣓 𑣕𑣓 𑣚𑣈𑣌𑣁 𑣌𑣉 𑣓𑣈𑣚 𑣌𑣉𑣁, 𑣉𑣌𑣉𑣓 𑣌𑣉𑣜𑣈 𑢶𑣁𑣓𑣉𑣁 𑣎𑣂𑣓𑣂𑣑 𑣜𑣈𑣅𑣄 𑣎𑣁𑣁𑣓 𑣇𑣛𑣃𑣄 𑣌𑣁 𑣕𑣆𑣓𑣁.

𑢨𑣓𑣌𑣁 𑣔𑣉 𑣞𑣂𑣔𑣁 𑣞𑣉𑣖𑣅 𑣕𑣈 𑣞𑣈𑣞𑣈𑣓 𑣙𑣃𑣎𑣃'𑣄 𑣌𑣓 𑣓𑣈𑣓 𑣏𑣉𑣚𑣉𑣓 𑣜𑣈 𑣎𑣉𑣌𑣁 𑣞𑣁𑣜𑣂 𑣌𑣁𑣎𑣂𑣅𑣉𑣙 𑣖𑣈𑣓𑣄, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣇𑣛𑣃𑣄 𑣜𑣂𑣌𑣅 𑣕𑣈𑣅𑣄𑣉𑣉 𑣔𑣉𑣜𑣌𑣜𑣁 𑣏𑣂 𑣞𑣗𑣈𑣓 𑣚𑣈𑣌𑣓 𑣝𑣁𑣙𑣞𑣉𑣓 𑣕𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣖𑣂𑣑𑣋𑣈 𑣌𑣁𑣌𑣉 𑣕𑣆𑣓𑣁.

𑢵𑣜𑣁 𑣔𑣉 𑣖𑣜𑣀 𑣋𑣚𑣂𑣑 𑣘𑣆𑣒𑣂 𑣚𑣋𑣂𑣑 𑣎𑣂𑣖𑣈𑣔𑣁𑣜 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣕𑣜𑣁 𑣔𑣉 𑣞𑣁𑣜𑣂 𑣕𑣈𑣋𑣈 𑣁𑣘𑣓𑣄 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣎𑣂𑣗𑣉𑣓 𑣌𑣉 𑣞𑣃𑣞𑣁𑣜 𑣌𑣈𑣓𑣁.

𑢹𑣂𑣕𑣁𑣙𑣞𑣁 𑣜𑣈 𑣞𑣗𑣈 𑣌𑣉𑣕𑣈 𑣚𑣓𑣄 𑣝𑣁𑣙𑣞𑣉𑣓 𑣕𑣓 𑣙𑣉𑣉 𑣌𑣉𑣜𑣈𑣄 𑣇𑣖𑣂𑣅𑣁 𑣌𑣓𑣁 𑢨𑣑𑣉𑣚𑣘𑣙 𑢹𑣂𑣒𑣚𑣜.

𑢹𑣂𑣒𑣚𑣜 𑢳𑣁𑣎𑣂 𑢮𑣈𑣜𑣖𑣁𑣓𑣅 𑣜𑣈𑣓 𑣋𑣉𑣖𑣌𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 1933 𑣕𑣈 ?1945 𑣗𑣂𑣕𑣈𑣜𑣈.

𑢡𑣌𑣂𑣊'𑣄 𑣝𑣁𑣞𑣉𑣓 𑣆𑣖𑣂𑣕𑣀, 𑢮𑣁𑣜𑣖𑣁𑣓𑣂 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣄 𑣏𑣛𑣁𑣆 𑣚𑣈𑣑𑣁 𑣉𑣛𑣉𑣄 𑢥𑣁𑣙𑣃𑣔𑣂 𑣁𑣜 𑣈𑣒𑣄 𑣌𑣉𑣖 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣋𑣃𑣒𑣂 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣈 𑣚𑣈𑣑 𑣌𑣉𑣁.

𑢹𑣂𑣒𑣚𑣜 𑣑𑣁𑣁𑣌𑣉 𑣑𑣁𑣁𑣌𑣉 𑣙𑣉𑣉 𑣋𑣉𑣈 𑣜𑣈 𑣎𑣂𑣖𑣈𑣔𑣁𑣜 𑣖𑣈𑣓𑣄𑣆𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑢨 𑣌𑣈 𑣙𑣂𑣕𑣁𑣙𑣞𑣁 𑣜𑣈𑣓 𑣞𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣈𑣑𑣌𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣖𑣓𑣁𑣕𑣂𑣊 𑣕𑣆𑣅𑣁.

𑢶𑣂𑣅𑣑 𑣈𑣒𑣄 𑣇𑣖𑣂𑣅𑣁 𑣌𑣓 𑣝𑣁𑣙𑣞𑣉𑣓 𑣌𑣈𑣓 𑣙𑣉𑣉 𑣖𑣈𑣓𑣄𑣆𑣅𑣁 𑢮𑣉𑣞𑣈𑣘𑣙 𑢨𑣞𑣒𑣁𑣚𑣂𑣓.

𑢨𑣞𑣒𑣈𑣚𑣂𑣓 𑣋𑣉𑣖𑣌𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑢾𑣉𑣗𑣂𑣅𑣁𑣕 𑢧𑣓𑣂𑣅𑣁𑣓 𑣜𑣈 1924 𑣕𑣈 ?1953 𑣕𑣁𑣚𑣁 𑣜𑣈.

𑢡𑣌𑣂𑣊'𑣝 𑣝𑣁𑣞𑣉𑣓 𑣜𑣈 𑢾𑣉𑣗𑣂𑣅𑣕 𑣞𑣀𑣋 𑣖𑣂𑣅𑣑 𑣘𑣈𑣄𑣅𑣓𑣂𑣄 𑣔𑣉 𑣗𑣆 𑣅𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣌𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣇𑣚𑣋𑣃𑣚𑣁𑣓 𑣉𑣛𑣉𑣄 𑣙𑣂𑣀𑣞𑣁 𑣜𑣈𑣅𑣄 𑣞𑣖𑣁𑣓𑣀 𑣕𑣈 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁.

𑢨𑣞𑣒𑣁𑣚𑣂𑣓𑣄 𑣝𑣁𑣞𑣉𑣓 𑣜𑣈 𑣑𑣁𑣁𑣌𑣉 𑣑𑣁𑣁𑣌𑣉 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣈𑣄 𑣅𑣓𑣁 𑣗𑣓𑣜𑣈𑣌𑣉 𑣎𑣈𑣚 𑣅𑣓𑣁.

𑢨𑣓𑣌𑣁 𑣔𑣉 𑢹𑣂𑣒𑣚𑣁𑣜 𑣉𑣛𑣉𑣄 𑢨𑣞𑣒𑣁𑣚𑣂𑣓 𑣗𑣁𑣜𑣉 𑣙𑣂𑣕𑣁𑣙𑣞𑣁 𑣜𑣈𑣓 𑣞𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣚𑣓𑣄 𑣇𑣖𑣂𑣅𑣁 𑣌𑣓 𑣝𑣁𑣙𑣞𑣉𑣓 𑣌𑣈𑣓 𑣌𑣂𑣊 𑣕𑣓𑣁, 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣒𑣄 𑣌𑣉𑣙 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁, 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣙𑣉𑣉 𑣌𑣉𑣌𑣉 𑣞𑣞𑣁𑣕𑣂 𑣌𑣈𑣓𑣁.


Patient: I'm always congested and I can't seem to shake the cough.

Doctor: It sounds like you might have a fungal infection.

Fungi are a type of microorganism that can cause a variety of diseases in humans.

They can live in the environment, on our skin, and even in our bodies.

Patient: What kind of fungi could be causing my symptoms?

Doctor: There are many different types of fungi that can cause infections in humans.

Some of the most common include Aspergillus, Candida, and Cryptococcus.

These fungi can enter the body through the nose or mouth and travel to the upper respiratory tract.

Doctor: Fungal infections are treated with antifungal medications.

The type of medication and the length of treatment will depend on the type of fungus causing the infection.

Patient: I'm glad to hear that there's a treatment for this. I'm tired of feeling so sick.

𑢼𑣃𑣋𑣁 : 𑣁𑣍 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣈𑣊 𑣗𑣂𑣛 𑣜𑣈𑣍 𑣕𑣆𑣓𑣕𑣈𑣓𑣈 𑣉𑣀𑣑𑣉𑣄 𑣁𑣍𑣄 𑣌𑣃𑣟𑣄 𑣌𑣁𑣏𑣁𑣗𑣁𑣉𑣕𑣁𑣓.

𑣑𑣁𑣌𑣁𑣑𑣉𑣜: 𑣓𑣈𑣓𑣁 𑣏𑣂𑣜𑣋𑣈𑣚𑣉𑣄 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣁𑣗𑣈𑣓𑣁𑣄 𑣖𑣂𑣓𑣑𑣉 𑣘𑣉𑣀𑣋𑣉𑣚 𑣏𑣁𑣓𑣁𑣚 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁 .

𑣌𑣉𑣗𑣉𑣌𑣉 𑣙𑣉𑣗𑣁𑣙𑣕𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣜𑣉𑣌𑣉𑣖 𑣚𑣈𑣙𑣈𑣖 𑣎𑣂𑣟 𑣉𑣌𑣃𑣓𑣁𑣏𑣂 𑣖𑣁𑣓𑣃𑣙𑣁 𑣌𑣃𑣙𑣁𑣄 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣜𑣃𑣋𑣁𑣄 𑣗𑣆 𑣔𑣆𑣙𑣈.

𑣁𑣌𑣉 𑣘𑣉𑣜𑣂𑣗𑣈𑣞 𑣜𑣈, 𑣁𑣗𑣃𑣙𑣈𑣄 𑣟𑣃𑣀𑣜 𑣜𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃𑣙𑣈𑣄 𑣙𑣉𑣜𑣖𑣉 𑣜𑣈𑣅𑣉 𑣌𑣉 𑣕𑣆𑣔𑣆𑣙𑣈𑣄 .

𑣜𑣉𑣋𑣂 : 𑣉𑣌𑣉𑣓 𑣚𑣈𑣌𑣁𑣓 𑣌𑣉𑣗𑣉𑣌𑣉 𑣁𑣍𑣁 𑣙𑣁𑣞𑣃𑣄 𑣟𑣓𑣃𑣜𑣃𑣖 𑣞𑣈𑣜𑣎𑣉𑣓 𑣓𑣈𑣅𑣁 ?

𑣑𑣁𑣌𑣁𑣑𑣉𑣜 : 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣌𑣉𑣗𑣉𑣌 𑣖𑣂𑣓𑣁𑣄 𑣌𑣃𑣙𑣁 𑣉𑣌𑣃𑣓 𑣌𑣉𑣏𑣂 𑣖𑣁𑣓𑣃𑣙𑣁 𑣌𑣉𑣙𑣁𑣄 𑣏𑣁𑣓𑣁𑣚 𑣞𑣈𑣜𑣎𑣉𑣓 𑣓𑣈 𑣗𑣆𑣔𑣆𑣙𑣈.

𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣞𑣁𑣔𑣁𑣅𑣁𑣙𑣈𑣅 𑣕𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣀 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣁𑣞𑣘𑣉𑣜𑣎𑣂𑣚𑣉𑣞 , 𑣌𑣈𑣓𑣑𑣂𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣉𑣜𑣉𑣘𑣒𑣉𑣌𑣉𑣌𑣉𑣞 .

𑣓𑣈𑣓 𑣌𑣉𑣗𑣉𑣌 𑣌𑣉 𑣖𑣃𑣒𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣁𑣙𑣁 𑣙𑣉𑣜𑣁 𑣙𑣉𑣖𑣉𑣙𑣜𑣈 𑣗𑣉𑣚𑣉 𑣌𑣈𑣕𑣈 𑣏𑣂𑣕𑣁𑣓 𑣞𑣁𑣅𑣈𑣑 𑣙𑣉𑣓𑣁 𑣌𑣉 𑣗𑣉𑣚 𑣔𑣆𑣙𑣈.

𑣜𑣉𑣋𑣂 : 𑣓𑣈𑣓 𑣌𑣉𑣗𑣉𑣌 𑣌𑣉 𑣏𑣂𑣚𑣂𑣌𑣈 𑣌𑣉 𑣜𑣈𑣑 𑣔𑣆𑣙𑣉𑣙𑣁?

𑣑𑣁𑣌𑣁𑣑𑣉𑣜 : 𑣌𑣉𑣗𑣉𑣌 𑣏𑣁𑣓𑣁𑣚𑣌𑣉 𑣁𑣓𑣒𑣂𑣘𑣉𑣀𑣋𑣉𑣚 𑣜𑣈𑣑 𑣕𑣈𑣌𑣉 𑣜𑣈𑣑𑣜𑣁𑣓𑣃 𑣙𑣈 .

𑣜𑣈𑣑 𑣜𑣈𑣅𑣁 𑣜𑣉𑣌𑣉𑣖 𑣉𑣓𑣑𑣉𑣄 𑣜𑣈𑣑 𑣜𑣈𑣅𑣁 𑣉𑣗𑣉𑣔𑣂 𑣏𑣁𑣓𑣁𑣚 𑣞𑣂𑣜𑣎𑣉𑣓 𑣘𑣆𑣒𑣂𑣕𑣈𑣓 𑣌𑣉𑣗𑣉𑣌 𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣓𑣂𑣜𑣗𑣉𑣜 𑣅𑣁𑣗𑣃 .

𑣜𑣃𑣋𑣁: 𑣁𑣍 𑣁𑣙𑣃𑣖 𑣌𑣈𑣕𑣈 𑣜𑣁𑣀𑣞𑣁 𑣏𑣂 𑣓𑣈𑣓 𑣜𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣜𑣈𑣑 𑣖𑣂𑣓𑣁𑣄 𑣁𑣍 𑣆𑣖𑣂𑣓 𑣚𑣂𑣊𑣌𑣈 𑣚𑣁𑣗𑣁𑣄 𑣁𑣔𑣁 𑣌𑣁𑣕𑣈 .


Freedom is the ability to act or think without being restrained.

It is often understood as the opposite of slavery or imprisonment.

Freedom can be enjoyed in many different ways, such as the freedom to express oneself, the freedom to travel, or the freedom to choose one's own path in life.

The beauty of freedom is that it offers people the opportunity to live their lives to the fullest.

When people are free, they can pursue their dreams and goals without being held back by constraints.

This can lead to a more fulfilling and satisfying life.

However, freedom is not without its issues.

One challenge is that it can be difficult to know where to draw the line between freedom and chaos.

For example, should people be free to do anything they want, even if it harms others?

This is a complex issue that there is no easy answer to.

Despite the challenges, freedom is an essential part of a just and humane society.

It offers people the opportunity to reach their full potential and to live their lives in a way that they choose.

𑢴𑣁𑣖𑣃𑣚 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣅𑣁𑣄 𑣌𑣁 𑣋𑣉𑣁𑣚𑣁𑣖 𑣜𑣈 𑣕𑣆𑣌𑣈𑣓𑣈𑣕𑣈 𑣘𑣆𑣒𑣂𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣘𑣁𑣓𑣁𑣄 𑣟𑣛𑣃𑣄 𑣙𑣈𑣞𑣂𑣗 𑣕𑣈 𑣕𑣆𑣓𑣕𑣂𑣄𑣁 𑣔𑣁𑣛𑣈 .

𑣓𑣂𑣓𑣁𑣔𑣉 𑣔𑣁𑣞𑣂 𑣉𑣓𑣑𑣉𑣄 𑣎𑣈𑣚𑣜𑣈 𑣖𑣂𑣓𑣁𑣕𑣁𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣂𑣘𑣉𑣜𑣂𑣕 𑣚𑣈𑣌𑣁 𑣞𑣃𑣖𑣎𑣁𑣉𑣙𑣁 .

𑣔𑣁𑣖𑣃𑣚 𑣈𑣞𑣃 𑣚𑣂𑣌𑣁 𑣜𑣁𑣀𑣞𑣁𑣓 𑣕𑣈𑣅𑣁 𑣙𑣉𑣗𑣁𑣔𑣆𑣙𑣉𑣙𑣁 ,𑣎𑣈𑣖𑣉𑣓𑣏𑣂 𑣌𑣁𑣎𑣂 𑣕𑣈𑣅𑣁 𑣔𑣁𑣖𑣃𑣚 𑣞𑣈𑣓𑣉𑣄 𑣙𑣃𑣎𑣃𑣄 𑣜𑣈𑣅𑣁 𑣔𑣁𑣖𑣃𑣚 𑣉𑣓𑣑𑣉𑣄 𑣓𑣂𑣎𑣉𑣜 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁 𑣙𑣉𑣜𑣁 𑣕𑣃𑣞𑣈𑣀 𑣜𑣈𑣅𑣁 𑣔𑣁𑣖𑣃𑣚 .

𑣔𑣁𑣖𑣃𑣚 𑣙𑣉𑣗𑣁𑣙 𑣕𑣁𑣓𑣁 𑣞𑣃𑣋𑣁𑣛 𑣓𑣂𑣓𑣁 𑣙𑣉𑣉 𑣎𑣂 𑣎𑣂𑣗𑣉𑣓 𑣘𑣈𑣜𑣄 𑣖𑣁𑣓𑣁𑣕𑣂𑣊 𑣕𑣈𑣅𑣁 𑣉𑣔𑣂𑣌𑣁 𑣜𑣈 𑣈𑣖𑣂𑣅𑣁 .

𑣏𑣂𑣖𑣂𑣕𑣈𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣌𑣁𑣜𑣉𑣙𑣁𑣈 𑣕𑣈𑣌𑣉 𑣉𑣚𑣁𑣄 , 𑣆𑣖𑣂𑣕𑣈𑣀 𑣈𑣓𑣌𑣃 𑣎𑣁𑣚𑣈𑣌𑣁 𑣖𑣁𑣓𑣁𑣌𑣉 𑣜𑣈𑣅𑣉 𑣏𑣁𑣓𑣁𑣗 𑣘𑣁 𑣗𑣂𑣅𑣃𑣜 𑣎𑣈𑣓𑣕𑣈 𑣁𑣌𑣉𑣙𑣁𑣄 𑣟𑣛𑣃𑣄 𑣉𑣓𑣑𑣉𑣄 𑣌𑣃𑣖𑣃𑣌𑣉 𑣘𑣃𑣜𑣈𑣅𑣁.

𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣎𑣂 𑣘𑣈𑣜𑣈𑣄 𑣉𑣓𑣑𑣉 𑣞𑣁𑣓𑣁𑣀 𑣘𑣈𑣜𑣈𑣄 𑣎𑣂𑣗𑣉𑣓 𑣗𑣈𑣕𑣈𑣙𑣉 𑣙𑣉𑣜𑣁 𑣕𑣈 𑣆𑣕𑣂𑣌𑣉𑣙𑣁 .

𑣈𑣓𑣜𑣈𑣅𑣉 𑣋𑣈 𑣔𑣁𑣖𑣃𑣚 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣉𑣞𑣃𑣗𑣂𑣔𑣈𑣔𑣉 𑣕𑣆𑣓 𑣋𑣂𑣅𑣁.

𑣔𑣁𑣖𑣃𑣚 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣏𑣁𑣚𑣈𑣍𑣈 𑣕𑣆𑣓 𑣕𑣈𑣓𑣈 𑣏𑣂 𑣉𑣞𑣃𑣗𑣂𑣔𑣈 𑣗𑣂𑣕𑣈𑣜 𑣜𑣈 𑣉𑣌𑣃𑣓𑣁 𑣒𑣂𑣌 𑣉𑣌𑣃𑣓𑣁 𑣌𑣁𑣜𑣁𑣗 𑣁𑣒𑣁𑣌𑣁𑣜 𑣕𑣈𑣅𑣁 𑣋𑣁𑣜 𑣕𑣁𑣟𑣙𑣈𑣄 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚 .

𑣎𑣈𑣖𑣉𑣓𑣏𑣂 𑣙𑣉𑣉𑣌𑣉 𑣁𑣌𑣉 𑣉𑣌𑣃𑣓𑣁 𑣌𑣉 𑣞𑣁𑣓𑣀𑣋𑣁 𑣈𑣓𑣁 𑣘𑣆𑣒𑣂 𑣜𑣁𑣀𑣞𑣁 𑣌𑣉𑣙𑣁 , 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣓𑣁 𑣈𑣒𑣁𑣄 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣙𑣁𑣓𑣂 𑣗𑣈𑣒𑣁𑣅𑣁 .

𑣓𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣁𑣒𑣁𑣚 𑣎𑣁𑣋𑣁𑣜 𑣉𑣌𑣃𑣓𑣁 𑣜𑣈𑣅𑣁 𑣎𑣁𑣓 𑣙𑣁𑣓𑣁𑣚 𑣗𑣁𑣓𑣉𑣙𑣁.

𑣏𑣈𑣓𑣏𑣈 𑣈𑣞𑣃 𑣖𑣂𑣓𑣁𑣄 𑣜𑣈𑣅𑣉 ,𑣔𑣁𑣖𑣃𑣚 𑣖𑣂𑣓𑣑𑣉 𑣓𑣈𑣅𑣁 𑣘𑣈𑣜𑣈𑣄 𑣉𑣀𑣑𑣉 𑣙𑣉𑣉 𑣞𑣉𑣖𑣁𑣎 𑣜𑣈 𑣖𑣀𑣑𑣉 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣉𑣀𑣞𑣉 𑣕𑣁𑣓𑣁.

𑣓𑣈𑣓𑣈 𑣙𑣉𑣉 𑣌𑣉 𑣁𑣌𑣉𑣙𑣁𑣄 𑣟𑣛𑣃𑣄 𑣕𑣈𑣑 𑣌𑣃𑣖𑣃 𑣎𑣁𑣋𑣁𑣜𑣈 𑣗𑣂𑣒𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣁𑣌𑣉𑣙𑣁𑣄 𑣞𑣁𑣓𑣁𑣊 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣎𑣂𑣗𑣉𑣓 𑣎𑣂𑣑𑣈𑣓𑣕𑣈𑣅𑣁 𑣞𑣃𑣎𑣉𑣋 𑣈𑣖𑣁𑣌𑣉𑣙𑣁.