Earthquakes are a natural phenomenon that can cause widespread damage and loss of life.

They are caused by the sudden release of energy in the Earth's crust, and can range in size from minor tremors to major catastrophes.

The largest earthquakes can cause entire cities to be leveled, and can even trigger tsunamis and other secondary hazards.

Earthquakes are a major threat to human life and infrastructure, and can have a devastating impact on economies and societies.

There are a number of factors that can contribute to the severity of an earthquake, including the depth of the earthquake, the proximity to population centers, and the type of soil or rock that the earthquake occurs in.

Earthquakes can also be triggered by human activity, such as the construction of dams or the injection of fluids into the ground.

The scientific study of earthquakes is known as seismology.

Seismologists use a variety of tools to study earthquakes, including seismographs, which measure the ground shaking caused by an earthquake.

Seismologists also use computer models to help them understand the causes and effects of earthquakes.

The early warning systems that are used to alert people to impending earthquakes are based on the information that seismologists collect from seismographs.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣔𑣉 𑣞𑣂𑣜𑣎𑣉𑣓𑣁𑣄 𑣗𑣁𑣓𑣁𑣆 𑣋𑣈 𑣕𑣁𑣓𑣁, 𑣈𑣓𑣁 𑣙𑣉𑣗𑣁𑣎𑣁𑣓 𑣜𑣈 𑣉𑣕 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣓 𑣈𑣞𑣃 𑣚𑣁𑣚𑣂 𑣎𑣂𑣗𑣉𑣓 𑣞𑣈𑣓𑣉𑣄𑣁.

𑢩𑣕 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣄 𑣉𑣕𑣈 𑣏𑣈𑣕𑣁𑣓 𑣖𑣂𑣑 𑣕𑣉𑣜𑣞𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣕𑣈 𑣔𑣁𑣛𑣈 𑣉𑣚𑣚𑣈𑣅𑣁𑣓 𑣜𑣈 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣌𑣉𑣔𑣉 𑣙𑣉𑣗𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢸𑣃𑣜𑣄 𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣙𑣉𑣗𑣁 𑣚𑣈𑣓 𑣜𑣈𑣔𑣉 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣖𑣁𑣜𑣀 𑣞𑣉𑣙𑣉𑣜 𑣅𑣉𑣋𑣈 𑣙𑣁𑣞𑣁𑣜𑣈 𑣖𑣂𑣝𑣁 𑣇𑣕𑣁𑣜𑣈𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣖𑣉𑣕𑣉𑣛 𑣋𑣈 𑣗𑣁𑣆 𑣜𑣈𑣓𑣁 𑣓𑣁 𑣈𑣓𑣁 𑣏𑣁𑣓𑣁𑣗 𑣞𑣃𑣓𑣁𑣖𑣂 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣌𑣉𑣔𑣉 𑣔𑣃𑣓𑣂𑣁 𑣙𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣔𑣙𑣉𑣖𑣉𑣌 𑣋𑣈 𑣕𑣁𑣓𑣁 𑣉𑣙𑣄𑣁 𑣔𑣃𑣁𑣜 𑣔𑣙𑣉𑣓 𑣞𑣉𑣓𑣘𑣉𑣕𑣂 𑣞𑣁𑣗𑣈𑣓𑣁 𑣏𑣁𑣗𑣁 𑣜𑣈𑣓𑣁𑣙𑣄𑣁.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣙𑣉𑣗𑣁𑣓 𑣜𑣈𑣅𑣄 𑣈𑣞𑣃 𑣘𑣃𑣄 𑣜𑣉𑣌𑣉𑣖 𑣖𑣈𑣓𑣄𑣁 𑣎𑣈𑣖𑣉𑣓 𑣘𑣃𑣁𑣄 𑣏𑣂 𑣌𑣉𑣖 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁 𑣏𑣂𑣖𑣂𑣓 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁, 𑣈𑣓 𑣎𑣁𑣋𑣁𑣜𑣈 𑣏𑣂𑣖𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣏𑣂𑣚𑣂𑣌𑣓 𑣙𑣁𑣞𑣁 𑣏𑣂 𑣔𑣂𑣜𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣈𑣖𑣁𑣓𑣁𑣄.

𑢹𑣉 𑣌𑣉𑣙𑣄𑣁 𑣘𑣁𑣆𑣒𑣂 𑣁𑣔𑣙𑣁𑣜 𑣕𑣈 𑣜𑣈𑣅𑣉 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣙𑣉𑣗𑣁 𑣔𑣁𑣆𑣅𑣄𑣁.

𑢸𑣂𑣒𑣂𑣌𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣜𑣈𑣅𑣄 𑣘𑣁𑣛𑣁𑣉 𑣔𑣉 𑣞𑣂𑣞𑣖𑣉𑣚𑣉𑣎𑣂𑣌 𑣖𑣈𑣕𑣄𑣁.

𑢾𑣂𑣞𑣖𑣉𑣚𑣉𑣎𑣂𑣞𑣒 𑣌𑣉𑣔𑣉 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣖𑣁𑣘 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣄 𑣎𑣉𑣓𑣕𑣜𑣉 𑣗𑣈𑣗𑣁𑣜𑣈 𑣕𑣁𑣓𑣁 𑣎𑣈𑣖𑣉𑣓 𑣞𑣂𑣞𑣖𑣉𑣋𑣜𑣘𑣞.

𑢾𑣂𑣞𑣖𑣉𑣚𑣉𑣋𑣂𑣞𑣒 𑣌𑣉𑣔𑣉 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣜𑣈𑣅𑣄 𑣌𑣁𑣜𑣉𑣓 𑣉𑣀𑣑𑣉𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣌𑣉 𑣏𑣂𑣜𑣋𑣁𑣚 𑣈𑣕𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣌𑣉𑣖𑣘𑣃𑣒𑣁𑣜 𑣜𑣈𑣅𑣄 𑣖𑣉𑣑𑣈𑣚 𑣌𑣉𑣌𑣉 𑣗𑣈𑣗𑣁𑣜𑣈𑣅𑣁.

𑢴𑣉𑣓𑣉𑣌𑣉𑣚 𑣁𑣅𑣁𑣜 𑣌𑣉𑣕𑣈 𑣏𑣂𑣜𑣋𑣁𑣚 𑣕𑣁𑣗𑣈 𑣚𑣈𑣌𑣁𑣓 𑣉𑣁𑣜𑣓𑣂𑣀 𑣞𑣂𑣞𑣒𑣉𑣖 𑣌𑣉𑣔𑣉 𑣞𑣂𑣞𑣖𑣉𑣋𑣜𑣘𑣙 𑣇𑣔𑣃𑣗𑣈 𑣚𑣈𑣌𑣁𑣓 𑣆𑣓𑣘𑣙𑣉𑣜𑣖𑣈𑣞𑣉𑣓 𑣁𑣔𑣙𑣁𑣜 𑣕𑣈 𑣗𑣁𑣆𑣓 𑣕𑣁𑣓𑣁.


A good mattress is essential for getting a good night's sleep.

A comfortable mattress can help to relieve pain, improve sleep quality, and boost your mood.

The first mattresses were developed in ancient Egypt, where they were made from straw, reeds, and other natural materials.

In the Middle Ages, mattresses were made from wool, feathers, and other animal products.

In the 19th century, mattresses began to be made from springs and other metal components.

The type of mattress that is best for you depends on your individual needs and preferences.

Some people prefer a firm mattress, while others prefer a soft mattress.

It is important to find a mattress that provides you with the support you need and that is comfortable for you to sleep on.

A good mattress can help to protect you from serious health problems, such as back pain, neck pain, and headaches.

It can also help you to get a better night's sleep, which can improve your mood, your energy levels, and your overall health.

𑢾𑣃𑣌𑣃𑣕𑣈𑣖 𑣎𑣁𑣘𑣂𑣑 𑣔𑣃𑣇𑣖 𑣕𑣈𑣅𑣄 𑣞𑣁𑣓𑣀 𑣖𑣈𑣓𑣄 𑣜𑣈𑣔𑣉 𑣖𑣂𑣅𑣑 𑣗𑣃𑣋𑣂𑣓 𑣖𑣈𑣒𑣜𑣈𑣞 𑣜𑣈𑣅𑣄 𑣚𑣁𑣌𑣕𑣂 𑣖𑣈𑣓𑣄𑣁.

𑢶𑣂𑣅𑣑 𑣗𑣃𑣋𑣂𑣓 𑣖𑣈𑣒𑣜𑣈𑣞 𑣔𑣉 𑣙𑣉𑣖𑣉 𑣙𑣁𑣞𑣃 𑣌𑣉 𑣗𑣃𑣋𑣂𑣓𑣄𑣁 𑣗𑣃𑣋𑣂𑣕𑣈 𑣎𑣁𑣘𑣂𑣑 𑣔𑣃𑣇𑣖 𑣙𑣃𑣎𑣃𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣖𑣉𑣓 𑣜𑣀𑣞𑣁 𑣋𑣈 𑣕𑣁𑣆𑣓𑣁.

𑢶𑣈𑣒𑣜𑣈𑣞 𑣌𑣉𑣔𑣉 𑣘𑣁𑣘𑣁𑣜𑣂 𑣂𑣎𑣂𑣞𑣒 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣗𑣁𑣆 𑣈𑣒𑣈𑣄 𑣚𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣈𑣓𑣁𑣔𑣉 𑣗𑣃𑣞𑣃𑣄 𑣉𑣀𑣑𑣉𑣄 𑣕𑣁𑣞𑣁𑣑 𑣌𑣉𑣕𑣈 𑣗𑣁𑣆 𑣈𑣒𑣈𑣄 𑣚𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢨𑣓𑣁 𑣏𑣁𑣓𑣁𑣗 𑣔𑣉 𑣖𑣂𑣓𑣑𑣂 𑣇𑣗, 𑣉𑣈 𑣆𑣀𑣁𑣚 𑣌𑣉𑣕𑣈 𑣖𑣁𑣒𑣜𑣈𑣞 𑣔𑣉 𑣗𑣁𑣆𑣚𑣈𑣓𑣁.

𑣡𑣩 𑣞𑣈𑣓𑣏𑣃𑣜𑣂 𑣔𑣂𑣘𑣂𑣚𑣀 𑣔𑣉 𑣖𑣁𑣒𑣜𑣈𑣞 𑣔𑣉 𑣂𑣞𑣘𑣜𑣂𑣀 𑣌𑣉𑣕𑣈 𑣗𑣁𑣆𑣎𑣁𑣓𑣁.

𑢩𑣌𑣉𑣓𑣁 𑣕𑣉𑣜𑣀 𑣗𑣃𑣋𑣂𑣓 𑣖𑣁𑣒𑣜𑣈𑣞 𑣔𑣉 𑣈𑣓𑣁 𑣔𑣉 𑣁𑣗𑣈𑣓𑣁 𑣞𑣃𑣌𑣃 𑣞𑣁𑣓𑣀 𑣜𑣈𑣅𑣁𑣄 𑣌𑣁𑣎𑣂.

𑢵𑣁𑣜𑣁 𑣙𑣉 𑣌𑣉𑣔𑣉 𑣌𑣈𑣛𑣈𑣄 𑣕𑣈𑣅𑣁𑣄 𑣖𑣁𑣒𑣜𑣈𑣞 𑣌𑣉 𑣞𑣃𑣌𑣃𑣕𑣈 𑣔𑣂𑣘𑣂𑣚𑣀 𑣉𑣀𑣑𑣉𑣄 𑣕𑣁𑣜𑣁 𑣌𑣉𑣔𑣉 𑣓𑣉𑣜𑣉𑣖 𑣕𑣈𑣅𑣁𑣄 𑣌𑣉 𑣞𑣃𑣌𑣃 𑣕𑣈𑣅𑣁.

𑢩𑣌𑣉𑣓𑣁 𑣖𑣁𑣒𑣜𑣈𑣞 𑣁𑣗𑣈𑣓 𑣁𑣜𑣁𑣖 𑣗𑣈𑣓 𑣁𑣔𑣁𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣃𑣋𑣂 𑣎𑣁𑣘𑣘𑣂𑣑 𑣙𑣃𑣎𑣃𑣄𑣁 𑣖𑣈𑣓𑣕𑣈 𑣗𑣈𑣓 𑣁𑣔𑣁𑣅 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁𑣋𑣈 𑣓𑣈𑣚𑣈𑣕𑣈𑣅𑣁𑣄 𑣖𑣁𑣜𑣀 𑣌𑣁𑣎𑣂 𑣔𑣉.

𑢶𑣂𑣅𑣑 𑣗𑣃𑣋𑣂𑣓 𑣖𑣁𑣒𑣜𑣈𑣞 𑣔𑣉 𑣁𑣗𑣈𑣓 𑣜𑣉𑣋𑣁 𑣗𑣈𑣖𑣁𑣜 𑣌𑣉𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣗𑣈𑣓𑣁 𑣔𑣉𑣅𑣁 𑣙𑣁𑣞𑣃 𑣙𑣉𑣒𑣉𑣄 𑣙𑣁𑣞𑣃 𑣉𑣀𑣑𑣉𑣄 𑣗𑣉𑣄 𑣙𑣁𑣞𑣃 𑣌𑣉𑣜𑣈 𑣁𑣜𑣁𑣖𑣈 𑣁𑣖𑣁𑣗𑣈𑣓𑣁.

𑢨𑣓𑣁𑣔𑣉 𑣓𑣂𑣔𑣁 𑣘𑣁𑣀 𑣌𑣉 𑣎𑣁𑣘𑣂𑣑 𑣔𑣃𑣇𑣖 𑣆𑣜𑣂 𑣗𑣈𑣓𑣁𑣄𑣈 𑣁𑣗𑣈𑣓𑣈𑣄 𑣜𑣀𑣞𑣁 𑣆𑣏𑣂𑣗𑣈𑣓𑣁 𑣁𑣗𑣈𑣓𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣚𑣈𑣌𑣁𑣓 𑣞𑣃𑣌𑣃 𑣈𑣖𑣁𑣗𑣈𑣓𑣁.


Water is a vital resource for life on Earth.

It is used for drinking, cooking, cleaning, and many other purposes.

The chief use of water is for irrigation, which accounts for over 70% of global water consumption.

Other major uses of water include industrial production, domestic use, and power generation.

The cost of water varies depending on the source and location.

In some areas, water is relatively cheap and plentiful, while in other areas, it is scarce and expensive.

The cost of water can also be affected by factors such as pollution, drought, and climate change.

The many uses of water make it a valuable resource.

However, water scarcity is a growing problem in many parts of the world.

It is important to use water wisely and to conserve water whenever possible.

𑢹𑣁𑣜𑣕𑣁 𑣙𑣁𑣟𑣁𑣜𑣈 𑣎𑣂𑣗𑣉𑣓 𑣚𑣋𑣂𑣑 𑣔𑣄𑣁 𑣖𑣂𑣅𑣈𑣑 𑣋𑣃𑣜𑣃𑣕𑣉𑣘𑣃𑣜𑣓𑣉 𑣇𑣕𑣟𑣉.

𑣓𑣈𑣓𑣁 𑣓𑣃𑣆 𑣚𑣋𑣂𑣑, 𑣗𑣟𑣊 𑣚𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣈𑣒𑣄 𑣘𑣆𑣒𑣂𑣜𑣈 𑣗𑣈𑣗𑣁𑣜𑣉𑣁.

𑢴𑣄𑣁𑣜𑣈𑣅𑣁 𑣖𑣃𑣇𑣛 𑣗𑣈𑣗𑣁𑣜 𑣔𑣄𑣁𑣉𑣚𑣚 𑣚𑣋𑣂𑣑 𑣕𑣓𑣁. 𑣔𑣁𑣓𑣄 𑣏𑣂 𑣔𑣂𑣟𑣃𑣖𑣜𑣈 𑣔𑣄𑣁 𑣗𑣈𑣗𑣁𑣜 70% 𑣕𑣈 𑣘𑣃𑣜𑣈𑣄.

𑢴𑣄𑣁𑣜𑣈𑣅𑣁 𑣈𑣒𑣁𑣄 𑣖𑣃𑣇𑣛 𑣗𑣈𑣗𑣉𑣙𑣁𑣜𑣜𑣈 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣗𑣆𑣅𑣉𑣕𑣓𑣕𑣈𑣅𑣄, 𑣉𑣁𑣄𑣜𑣈 𑣗𑣈𑣗𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈𑣄 𑣗𑣆𑣅𑣉𑣄𑣕𑣈𑣅𑣁 𑣖𑣈𑣟𑣁𑣌𑣓𑣁.

𑢴𑣄 𑣉𑣄𑣚 𑣕𑣈𑣅𑣁𑣄 𑣋𑣉𑣓𑣉𑣊 𑣉𑣓𑣑𑣉𑣄 𑣎𑣋𑣁 𑣜𑣈 𑣈𑣒𑣁𑣄 𑣈𑣒𑣁𑣄 𑣙𑣉𑣗𑣁𑣓𑣁.

𑣏𑣂𑣖𑣂𑣅𑣊 𑣎𑣁𑣋𑣁𑣜𑣈 𑣔𑣄𑣁 𑣌𑣎𑣂𑣚𑣈𑣜𑣈𑣔𑣉 𑣈𑣟𑣃 𑣟𑣁𑣟𑣕𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣟𑣃 𑣟𑣉𑣌𑣕𑣉 𑣕𑣆𑣓 𑣔𑣂𑣘𑣂𑣚𑣊 𑣈𑣒𑣄 𑣒𑣁𑣈𑣑𑣜𑣈 𑣓𑣈𑣓𑣁 𑣜𑣂𑣊𑣋𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁 𑣓𑣁𑣖𑣉𑣄𑣕𑣓𑣁.

𑢴𑣄 𑣜𑣈𑣅𑣁𑣄 𑣋𑣉𑣓𑣉𑣊 𑣌𑣜𑣁𑣗, 𑣜𑣉𑣙 𑣉𑣓𑣑𑣉𑣄 𑣔𑣄𑣙𑣉𑣅𑣉 𑣗𑣉𑣔𑣉𑣚 𑣏𑣂𑣚𑣌𑣈 𑣌𑣁𑣜𑣉𑣐𑣈 𑣕𑣈𑣜𑣈𑣅𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄𑣁.

𑢴𑣄𑣁𑣜𑣈𑣅𑣁 𑣈𑣟𑣃𑣘𑣃𑣜𑣈𑣄 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣓𑣈𑣅𑣁𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣈𑣑 𑣋𑣉𑣓𑣉𑣊𑣁𑣓 𑣎𑣂𑣓𑣂𑣝 𑣕𑣓𑣁.

𑣈𑣓𑣔𑣉 𑣙𑣁𑣜𑣕𑣁 𑣙𑣁𑣟𑣁𑣜𑣈 𑣈𑣟𑣃 𑣘𑣃𑣜𑣈𑣄 𑣒𑣁𑣈𑣑𑣜𑣈 𑣔𑣄𑣁 𑣜𑣂𑣊𑣋𑣁𑣇 𑣕𑣓𑣁.

𑢴𑣁𑣄𑣁 𑣗𑣃𑣔𑣂𑣅𑣁𑣓 𑣙𑣂𑣟𑣗 𑣕𑣈𑣗𑣃 𑣗𑣈𑣗𑣉𑣙𑣁𑣜𑣂𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣁𑣏𑣂𑣖𑣂𑣕𑣊 𑣟𑣓𑣊 𑣔𑣄𑣁 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣁𑣆 𑣕𑣈𑣅𑣄 𑣈𑣟𑣃 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁.


John was a young man who had always been fascinated by the way things worked, and he was always eager to explore new areas.

One day, John was hiking in the woods when he came across a strange sight.

There was a large hole in the ground, and it seemed to be leading to a vast underground cavern.

John was curious about what was inside, so he decided to climb down into the hole.

As John descended, he was amazed by what he saw.

The cavern was filled with strange and wonderful creatures, and it was clear that this was a place unlike any other.

John spent the next few days exploring the cavern, and he learned a great deal about the processes that were at work there.

He also learned a lot about himself, and he realized that he was more capable than he had ever thought possible.

When John finally returned to the surface, he was a changed person.

He was no longer content to simply observe the world around him.

𑢮𑣉𑣙𑣉𑣓 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣞𑣈𑣘𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣀 𑣘𑣁𑣆𑣒𑣂 𑣒𑣁𑣈𑣑 𑣌𑣉 𑣈𑣞𑣃𑣄𑣆 𑣎𑣉𑣕𑣉𑣓𑣈 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣁𑣖𑣁 𑣓𑣁𑣖𑣁 𑣈𑣜𑣂𑣁 𑣓𑣈𑣚𑣈 𑣕𑣈𑣅𑣄𑣁𑣅 𑣜𑣀𑣞𑣁𑣙𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣎𑣂𑣚𑣂𑣀 𑣗𑣃𑣜𑣃 𑣙𑣉𑣜𑣁 𑣌𑣉𑣕𑣈 𑣞𑣈𑣓 𑣕𑣁𑣑 𑣔𑣂𑣘𑣂𑣚𑣀 𑣖𑣂𑣅𑣑 𑣈𑣒𑣄 𑣚𑣈𑣌𑣁𑣓 𑣓𑣁𑣖𑣁 𑣎𑣂𑣓𑣂𑣝𑣂 𑣓𑣈𑣚𑣌𑣁𑣕𑣈 𑣒𑣁𑣒𑣌𑣁 𑣜𑣈𑣓𑣁 𑣅𑣁𑣓𑣁.

𑢩𑣕𑣈 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣇𑣓𑣑𑣃 𑣜𑣁𑣋𑣁 𑣓𑣈𑣚𑣉𑣄 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣙𑣉𑣓 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣅𑣁𑣓𑣁 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈 𑣁𑣄𑣈 𑣔𑣉 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣏𑣈𑣓𑣄 𑣕𑣉𑣜𑣀 𑣖𑣈𑣓𑣁𑣄 𑣇𑣛𑣃𑣄 𑣌𑣁𑣕𑣈 𑣓𑣈𑣚 𑣕𑣈𑣅𑣁𑣄𑣈 𑣞𑣁𑣓𑣀 𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣜𑣁𑣋𑣁 𑣗𑣂𑣕𑣁𑣜𑣕𑣈𑣄 𑣗𑣉𑣚𑣉 𑣂𑣑𑣈𑣅𑣁𑣓𑣁.

𑢮𑣉𑣙𑣉𑣓 𑣏𑣂𑣚𑣂𑣌𑣁 𑣗𑣉𑣚𑣉𑣅𑣁𑣓𑣁 𑣈𑣓 𑣚𑣈𑣌𑣁𑣋𑣈 𑣓𑣈𑣚 𑣌𑣁𑣕𑣈𑣄 𑣒𑣁𑣒𑣁𑣌𑣁 𑣜𑣈𑣓𑣁𑣅𑣁𑣓𑣁.

𑢼𑣁𑣋𑣁 𑣇𑣓𑣑𑣃 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈𑣔𑣉 𑣈𑣞𑣃 𑣈𑣒𑣁𑣄 𑣚𑣈𑣌𑣁𑣓 𑣎𑣂𑣇 𑣌𑣁𑣋𑣈 𑣘𑣈𑣜𑣈𑣄 𑣜𑣈𑣓𑣁 𑣌𑣁𑣓𑣁, 𑣈𑣓𑣕𑣈 𑣏𑣂𑣜𑣋𑣁𑣚𑣈𑣅𑣁𑣓𑣁 𑣏𑣂 𑣈𑣓𑣁𑣔𑣉 𑣈𑣒𑣁𑣄 𑣌𑣉 𑣚𑣈𑣌𑣁𑣋𑣈 𑣈𑣓𑣁𑣉 𑣁𑣌𑣉𑣙𑣄𑣁 𑣒𑣁𑣆𑣓 𑣎𑣁𑣋𑣁 𑣌𑣁𑣓𑣁.

𑢮𑣉𑣙𑣉𑣓 𑣈𑣓 𑣜𑣁𑣋𑣁 𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣀 𑣔𑣂𑣓 𑣚𑣈𑣌𑣁𑣄 𑣕𑣁𑣆 𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣅𑣄 𑣞𑣁𑣖𑣀 𑣜𑣈 𑣖𑣈𑣓𑣄 𑣕𑣈𑣓 𑣔𑣂𑣝𑣃𑣖 𑣌𑣉𑣋𑣈 𑣗𑣃𑣋𑣂𑣕𑣈𑣄 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣜𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣄 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁.

𑢮𑣉𑣙𑣉𑣓 𑣔𑣉 𑣁𑣄𑣈 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈𑣅𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣕𑣉𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣔𑣉 𑣈𑣒𑣁𑣄 𑣙𑣉 𑣌𑣉𑣅𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣕𑣉 𑣕𑣁𑣑𑣁.

𑢮𑣉𑣙𑣉𑣓 𑣏𑣂𑣖𑣂𑣕𑣀 𑣈𑣓 𑣜𑣁𑣋𑣁𑣈𑣕𑣈𑣄 𑣉𑣚𑣚𑣈𑣅𑣁𑣓𑣁 𑣁𑣏𑣈 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣗𑣉𑣔𑣉𑣚 𑣜𑣈𑣓𑣁𑣄 𑣅𑣁𑣓𑣁.

𑢡𑣄𑣈 𑣕𑣁𑣄 𑣜𑣈 𑣉𑣀𑣑𑣉𑣄 𑣔𑣂𑣝𑣃𑣖 𑣙𑣉𑣓𑣉𑣜 𑣌𑣁𑣕𑣈 𑣓𑣈𑣚𑣈 𑣕𑣈𑣅𑣄 𑣉𑣀𑣑𑣉𑣄 𑣎𑣈𑣕𑣁𑣓 𑣞𑣁𑣓𑣀 𑣌𑣉 𑣌𑣁 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.


An earthquake is a sudden and violent shaking of the Earth's crust that can cause great damage.

The most common cause of earthquakes is the movement of tectonic plates, which are large pieces of the Earth's crust that ride on top of the molten rock beneath the surface.

When these plates move past or collide with each other, they can cause the Earth's crust to break and produce seismic waves.

These waves travel through the Earth and can cause the ground to shake.

The magnitude of an earthquake is measured on the Richter scale, which ranges from 0 to 9.

The higher the magnitude, the more powerful the earthquake.

Earthquakes can cause damage in a variety of ways, including ground shaking, landslides, tsunamis, building collapses, fires, and loss of life.

Earthquakes can also trigger other hazards, such as avalanches.

The damage caused by an earthquake depends on a number of factors, including the magnitude of the earthquake, the distance from the epicenter, the type of soil, and the construction of buildings.

𑢲𑣁𑣒𑣁𑣌𑣁 𑣈𑣞𑣃 𑣌𑣃𑣜 𑣌𑣃𑣜 𑣕𑣈 𑣉𑣕𑣈 𑣔𑣉𑣌𑣉𑣚 𑣜𑣈𑣓𑣁𑣓 𑣕𑣈𑣅𑣄 𑣋𑣈 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣔𑣉𑣌𑣉 𑣖𑣈𑣕𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣉𑣕𑣈 𑣜𑣈 𑣖𑣈𑣓𑣄 𑣕𑣁𑣓 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢩𑣕 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣖𑣁𑣜𑣀 𑣉𑣀𑣝𑣉 𑣉𑣕𑣈 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈𑣅𑣄 𑣙𑣈𑣑𑣈𑣄 𑣕𑣁𑣓 𑣔𑣂𑣜𑣂 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣕𑣂𑣜𑣂𑣀𑣁 𑣌𑣁𑣓𑣕𑣈 𑣖𑣈𑣓𑣄 𑣕𑣈𑣓 𑣒𑣈𑣌𑣜𑣉𑣓𑣂𑣌 𑣘𑣚𑣈𑣒 𑣁𑣘𑣁𑣕𑣉𑣖 𑣔𑣂𑣘𑣂𑣚𑣀 𑣋𑣈 𑣉𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣔𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣘𑣚𑣈𑣒 𑣌𑣉 𑣏𑣂𑣖𑣂𑣕𑣀 𑣕𑣁𑣘𑣁𑣌𑣂𑣆𑣓 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣁𑣘𑣁𑣕𑣉𑣖𑣁 𑣈𑣓𑣁 𑣌𑣉 𑣜𑣁𑣘𑣃𑣑𑣈𑣓𑣕𑣈 𑣞𑣂𑣞𑣖𑣂𑣌 𑣕𑣉𑣜𑣉𑣀𑣋 𑣗𑣁𑣆𑣓𑣁.

𑢳𑣈𑣓 𑣕𑣉𑣜𑣉𑣀𑣋 𑣉𑣕 𑣗𑣂𑣕𑣁𑣜 𑣗𑣂𑣕𑣁𑣜𑣕𑣈 𑣓𑣂𑣜𑣈𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣉𑣕𑣈 𑣌𑣉 𑣎𑣁𑣌𑣈𑣑 𑣔𑣉𑣌𑣉𑣚 𑣜𑣈𑣓𑣁𑣙𑣄𑣁.

𑢯𑣂𑣖𑣂𑣓 𑣘𑣈𑣄 𑣕𑣈 𑣕𑣉𑣜𑣀 𑣉𑣕𑣈 𑣔𑣉𑣌𑣉𑣚𑣈𑣓𑣁 𑣈𑣓𑣁𑣔𑣉 𑣜𑣂𑣏𑣁𑣜 𑣆𑣞𑣌𑣈𑣚 𑣕𑣈𑣌𑣉 𑣓𑣁𑣁𑣘𑣈𑣅𑣁 𑣈𑣓𑣁𑣔𑣉 𑣠 𑣅𑣉𑣕𑣈 9 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈𑣋𑣈 𑣕𑣁𑣆𑣓𑣁.

𑢦𑣞𑣌𑣈𑣚 𑣏𑣂𑣖𑣂𑣓 𑣘𑣃𑣜𑣄 𑣇𑣔𑣃𑣗𑣈𑣅𑣓𑣁 𑣆𑣖𑣂𑣓 𑣘𑣃𑣜𑣄𑣕𑣈 𑣉𑣕𑣈 𑣔𑣉𑣌𑣉𑣚𑣈𑣓𑣁.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣔𑣉 𑣁𑣗𑣃 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣕𑣈 𑣔𑣃𑣌𑣃𑣄 𑣈𑣖𑣁𑣗𑣃𑣁 𑣎𑣈𑣖𑣉𑣓 𑣉𑣕𑣈 𑣔𑣉𑣌𑣉𑣚𑣈𑣓𑣁, 𑣉𑣕𑣈 𑣚𑣁𑣓𑣔𑣃𑣛𑣈𑣓𑣁, 𑣉𑣙𑣄𑣁 𑣔𑣃𑣁𑣜 𑣌𑣉 𑣜𑣁𑣘𑣃𑣑𑣉𑣄𑣁, 𑣞𑣃𑣓𑣁𑣖𑣂 𑣙𑣃𑣎𑣃𑣄𑣁,𑣞𑣈𑣀𑣋𑣈𑣚 𑣎𑣃𑣚𑣉𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣎𑣂𑣗𑣉𑣓 𑣞𑣈𑣓𑣉𑣄𑣁 𑣈𑣖𑣁𑣓𑣁𑣄 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣕𑣈 𑣖𑣁𑣜𑣀 𑣖𑣁𑣜𑣀 𑣗𑣃𑣜𑣃 𑣌𑣉𑣜𑣈𑣅𑣄 𑣗𑣉𑣜𑣉𑣘 𑣋𑣁𑣚𑣁𑣉 𑣚𑣈𑣓𑣕𑣈 𑣗𑣉𑣈𑣓𑣁 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢩𑣕𑣈 𑣔𑣉𑣓𑣉𑣌𑣉𑣚 𑣕𑣈 𑣓𑣂𑣖𑣂𑣓 𑣓𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣈𑣓𑣁𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣗𑣂𑣝𑣉𑣅 𑣖𑣈𑣓𑣄𑣁 𑣎𑣈𑣖𑣉𑣓 𑣏𑣂𑣖𑣂𑣓 𑣌𑣈𑣛𑣈𑣄 𑣕𑣈 𑣔𑣉𑣌𑣉𑣚 𑣎𑣁𑣓𑣁 𑢨𑣘𑣂𑣞𑣈𑣓𑣒𑣁𑣜 𑣅𑣈𑣕𑣈 𑣏𑣂𑣖𑣂𑣓 𑣞𑣁𑣓𑣂𑣀 𑣜𑣈 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁 𑣏𑣂𑣚𑣂𑣌𑣁𑣓 𑣙𑣁𑣞𑣁𑣜𑣈 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁 𑣉𑣙𑣄𑣁 𑣌𑣉 𑣏𑣂𑣚𑣂𑣌𑣁 𑣗𑣁𑣆 𑣚𑣈𑣓𑣁 𑣈𑣖𑣁𑣓𑣁𑣄𑣌𑣉.


This is because we are all created in God's image, and God is the essence of rationality and order.

When we live in accordance with our true nature, we are able to experience peace and harmony.

However, when we allow our thoughts and actions to become chaotic and inconsistent, we experience inner conflict and turmoil.

There are many ways to achieve internal consistency.

One way is to live according to our values.

When we know what is important to us and we make choices that are consistent with those values, we feel a sense of purpose and direction.

Another way to achieve internal consistency is to be honest with ourselves about our strengths and weaknesses.

When we are aware of our true selves, we can make choices that are in alignment with our authentic nature.

Of course, achieving internal consistency is not always easy.

There will be times when we make mistakes or when we are faced with difficult choices.

However, if we are willing to strive for consistency, we will eventually find our way back to peace and harmony.

𑢳𑣈𑣅𑣁 𑣔𑣉 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑣁𑣗𑣃 𑣔𑣉 𑣞𑣂𑣀 𑣗𑣉𑣊𑣋𑣁𑣄 𑣇𑣖𑣗𑣃𑣚 𑣜𑣃𑣘 𑣕𑣈𑣗𑣃 𑣗𑣁𑣆𑣅𑣁 𑣌𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣂𑣀 𑣗𑣉𑣊𑣋𑣁 𑣋𑣈 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣙𑣄𑣁 𑣞𑣁𑣜 𑣏𑣂 𑣖𑣃𑣇𑣛 𑣔𑣉.

𑢡𑣗𑣃𑣙𑣄𑣁 𑣖𑣃𑣇𑣛 𑣜𑣃𑣘 𑣕𑣈𑣗𑣃 𑣇𑣛𑣃𑣄 𑣖𑣃𑣚𑣂𑣆 𑣜𑣈𑣔𑣉 𑣁𑣗𑣃 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣞𑣃𑣌𑣃 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣓𑣕𑣂 𑣗𑣃 𑣓𑣁𑣖𑣈𑣅𑣁.

𑢮𑣁 𑣜𑣈𑣅𑣉 𑣁𑣗𑣃 𑣇𑣛𑣃𑣄 𑣚𑣈𑣌𑣁𑣁 𑣜𑣈𑣔𑣉 𑣁𑣗𑣃𑣁 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉 𑣌𑣁 𑣞𑣃𑣌𑣃 𑣋𑣈 𑣁𑣔𑣁𑣙𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣗𑣃 𑣗𑣃𑣋𑣂 𑣎𑣃𑣛𑣂 𑣌𑣁𑣗𑣃 𑣓𑣁𑣖 𑣌𑣉𑣁 𑣁𑣗𑣃𑣁 𑣎𑣂𑣗𑣉𑣓 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣙𑣉𑣚 𑣏𑣉𑣚 𑣙𑣉𑣗𑣁𑣓𑣁 𑣏𑣂 𑣁𑣒𑣁𑣘𑣁𑣒𑣃 𑣋𑣈 𑣁𑣔𑣁 𑣕𑣁𑣗𑣉𑣄𑣁.

𑢶𑣉𑣓 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣞𑣁𑣓𑣕𑣂 𑣁𑣋𑣃𑣆 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣙𑣉𑣜𑣁 𑣖𑣈𑣓𑣄𑣁.

𑢡𑣗𑣃 𑣏𑣂𑣖𑣂𑣓𑣀 𑣜𑣈𑣓 𑣙𑣉𑣌𑣉 𑣆𑣖𑣂𑣓𑣀 𑣜𑣈𑣋𑣈 𑣁𑣞𑣃𑣚𑣈𑣓 𑣚𑣁𑣌𑣕𑣂 𑣖𑣈𑣓𑣄𑣁.

𑢡𑣗𑣃 𑣏𑣂𑣖𑣂𑣕𑣀 𑣗𑣃 𑣈𑣕𑣉𑣅𑣁 𑣁𑣗𑣃 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣉𑣌𑣉𑣓𑣁 𑣋𑣈 𑣈𑣞𑣃 𑣋𑣉𑣓𑣀𑣁𑣓𑣁 𑣈𑣓𑣁 𑣋𑣈 𑣁𑣗𑣃 𑣞𑣁𑣓𑣕𑣂 𑣈𑣖𑣁𑣗𑣃𑣁, 𑣈𑣓𑣁 𑣋𑣉𑣓𑣀 𑣕𑣈𑣋𑣈 𑣁𑣗𑣃 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓𑣄 𑣋𑣈 𑣘𑣃𑣜𑣁 𑣅𑣁𑣓𑣁 𑣖𑣈𑣓𑣕𑣈𑣗𑣃 𑣇𑣛𑣃𑣄 𑣇𑣓𑣏𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣁 𑣖𑣂𑣑 𑣖𑣃𑣚𑣂 𑣕𑣈𑣄 𑣆𑣔𑣂𑣗𑣃𑣁.

𑢾𑣁𑣓𑣕𑣂 𑣓𑣁𑣖𑣈 𑣕𑣈𑣅𑣄 𑣉𑣀𑣑𑣉𑣄 𑣖𑣂𑣅𑣑 𑣙𑣉𑣜𑣁𑣔𑣉 𑣏𑣂 𑣁𑣖𑣁𑣄 𑣘𑣈𑣄 𑣉𑣀𑣑𑣉𑣄 𑣔𑣃𑣜𑣗𑣉𑣛𑣁𑣄 𑣞𑣂𑣁 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈𑣋𑣈 𑣁𑣖 𑣔𑣉 𑣞𑣁𑣔𑣙𑣃 𑣙𑣉 𑣗𑣁𑣆𑣓 𑣖𑣈.

𑢡𑣗𑣃𑣙𑣄𑣁 𑣖𑣉𑣓 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣏𑣂𑣖𑣂𑣕𑣀 𑣎𑣁𑣋𑣜𑣃𑣕𑣂 𑣙𑣃𑣎𑣃𑣄𑣁 𑣁𑣗𑣃 𑣗𑣃𑣋𑣂𑣓 𑣈𑣒𑣌𑣁 𑣗𑣃 𑣞𑣁𑣚𑣁 𑣔𑣁𑣆𑣅𑣄𑣁 𑣁𑣗𑣃 𑣔𑣉 𑣞𑣂𑣜𑣎𑣉𑣓 𑣜𑣈𑣅𑣄 𑣞𑣃𑣞𑣁𑣜 𑣙𑣉𑣜𑣁 𑣕𑣈𑣗𑣃 𑣖𑣁𑣓𑣑𑣁 𑣂𑣑𑣈𑣅𑣁.

𑢾𑣁𑣜𑣂 𑣌𑣁𑣎𑣂𑣋𑣈 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣎𑣂𑣗𑣉𑣓𑣜𑣈 𑣝𑣁𑣓𑣕𑣂 𑣕𑣈𑣅𑣄 𑣔𑣉 𑣓𑣂𑣖𑣂𑣓 𑣞𑣉𑣙𑣉𑣎 𑣌𑣁𑣎𑣂 𑣔𑣉 𑣌𑣁 𑣕𑣁𑣓𑣁.

𑢾𑣉𑣖𑣉𑣅 𑣙𑣃𑣎𑣃𑣄𑣁 𑣁𑣗𑣃 𑣋𑣁𑣚𑣕𑣂 𑣆𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣗𑣃 𑣏𑣂𑣖𑣂𑣕𑣁 𑣈𑣞𑣃 𑣘𑣃𑣄 𑣙𑣉𑣜𑣁 𑣕𑣈 𑣞𑣈𑣓𑣈 𑣕𑣈𑣅𑣁𑣄 𑣗𑣃 𑣜𑣀𑣞𑣁 𑣕𑣈𑣅𑣁.

𑢮𑣁 𑣜𑣈𑣅𑣉 𑣁𑣗𑣃 𑣏𑣂𑣖𑣂𑣕𑣀 𑣝𑣁𑣓𑣕𑣂 𑣓𑣁𑣖 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣘𑣃𑣜𑣁 𑣗𑣃 𑣘𑣁𑣆𑣒𑣂 𑣅𑣁 𑣁𑣗𑣃 𑣝𑣁𑣓𑣕𑣂 𑣉𑣀𑣑𑣉𑣄 𑣗𑣃𑣋𑣂𑣓 𑣇𑣛𑣃𑣄 𑣌𑣉 𑣙𑣃𑣎𑣃𑣄 𑣜𑣃𑣁 𑣋𑣈𑣅𑣁.


Once upon a time, there was a beautiful river that flowed through a lush forest.

The river was home to many creatures, including fish, frogs, turtles, and birds.

The river was also a popular spot for humans to swim, fish, and relax.

One day, a young girl named Lily was playing near the river when she saw a turtle caught in a fishing net.

Lily knew that she had to help the turtle, so she ran home to get her father.

Lily's father helped her to free the turtle, and the two of them returned to the river.

The turtle thanked Lily for saving her life, and Lily promised to always be kind to animals.

Lily continued to visit the river often, and she always made sure to look out for any animals that might be in danger.

One day, Lily saw a group of boys throwing rocks at the fish in the river.

Lily knew that she had to stop them, so she ran up to the boys and told them that what they were doing was wrong.

The boys were surprised to hear this from Lily, but they listened to her and stopped throwing rocks.

𑢶𑣂𑣝𑣁 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣓𑣂𑣖𑣂𑣓 𑣗𑣃𑣋𑣂𑣓 𑣋𑣁𑣛𑣁 𑣕𑣁𑣆𑣌𑣈𑣓𑣁, 𑣏𑣈𑣈𑣜𑣁 𑣋𑣁𑣔𑣈𑣑 𑣗𑣃𑣜𑣃 𑣌𑣉𑣈𑣕𑣈 𑣙𑣁𑣛𑣂 𑣁𑣀𑣋𑣃𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 .

𑢫𑣁𑣛𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣎𑣂𑣇 𑣌𑣉 𑣎𑣈𑣖𑣉𑣓 𑣙𑣁𑣆,𑣏𑣉𑣌𑣈, 𑣙𑣉𑣜𑣉,𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣜𑣉 𑣌𑣉𑣙𑣄𑣁 𑣉𑣙𑣄𑣁 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢨𑣓 𑣋𑣁𑣛𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣙𑣉 𑣌𑣉 𑣘𑣁𑣈𑣜𑣁𑣓𑣁, 𑣙𑣁𑣆 𑣌𑣉 𑣗𑣁𑣁𑣀𑣞𑣂𑣅 𑣉𑣀𑣑𑣉𑣄 𑣋𑣁𑣛𑣁 𑣕𑣁𑣄 𑣌𑣉𑣜𑣈 𑣞𑣈𑣓 𑣗𑣁 𑣌𑣁𑣕𑣈 𑣌𑣉 𑣜𑣀𑣞𑣁 𑣓𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣚𑣂𑣚𑣂 𑣓𑣃𑣕𑣃𑣖 𑣕𑣂𑣆 𑣖𑣂𑣑𑣁𑣉 𑣙𑣁𑣘𑣓𑣃𑣖 𑣈𑣓 𑣋𑣁𑣛𑣁 𑣕𑣁𑣄 𑣜𑣈 𑣆𑣓𑣃𑣀 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣁𑣄𑣈 𑣓𑣈𑣚 𑣌𑣂𑣎𑣁 𑣏𑣂 𑣖𑣂𑣅𑣑 𑣙𑣁𑣆 𑣌𑣉 𑣎𑣁𑣚𑣉𑣖 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣙𑣉𑣜𑣉 𑣘𑣁𑣞𑣂𑣁 𑣌𑣁𑣓𑣁.

𑢺𑣂𑣚𑣂 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣔𑣉 𑣈𑣓 𑣙𑣉𑣜𑣉 𑣗𑣁𑣏𑣁𑣉𑣆 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣄𑣈 𑣉𑣙𑣄𑣁 𑣞𑣈𑣓 𑣚𑣈𑣓𑣕𑣈 𑣁𑣘𑣃𑣕𑣈𑣄 𑣌𑣈𑣅𑣁 𑣙𑣃𑣎𑣃 𑣚𑣂𑣄𑣈.

𑢹𑣉𑣜𑣉 𑣌𑣈 𑣗𑣁𑣏𑣁𑣉 𑣔𑣈𑣊𑣋𑣈 𑣌𑣈𑣓 𑣚𑣈𑣋𑣈𑣑 𑣕𑣈 𑣁𑣅𑣁𑣄 𑣁𑣘𑣃𑣕𑣈 𑣚𑣂𑣚𑣂𑣕𑣈 𑣈𑣞𑣃 𑣗𑣂𑣕𑣂𑣅𑣁𑣖𑣈𑣄 𑣈𑣖𑣁𑣑𑣂𑣄𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓 𑣙𑣉𑣜𑣉 𑣔𑣉 𑣔𑣁𑣄𑣁 𑣜𑣈𑣋𑣈𑣄 𑣁𑣄𑣁 𑣜𑣃𑣁𑣁 𑣌𑣂𑣄𑣈.

𑢡𑣅𑣁𑣄 𑣎𑣂𑣗𑣉𑣓𑣈𑣄 𑣗𑣁𑣏𑣁𑣉 𑣌𑣈𑣑 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣙𑣉𑣜𑣉 𑣚𑣂𑣚𑣂 𑣖𑣁𑣆𑣀 𑣌𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣗𑣂𑣕𑣂𑣅𑣁𑣖𑣈𑣄 𑣈𑣖𑣁𑣑𑣂𑣄𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣚𑣂𑣚𑣂 𑣌𑣉𑣞𑣉𑣖𑣈𑣄 𑣎𑣉𑣖 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣎𑣂𑣇 𑣌𑣉𑣔𑣉 𑣞𑣉𑣗𑣈𑣓 𑣔𑣂𑣓 𑣓𑣈𑣌𑣁𑣋𑣈 𑣔𑣁𑣅𑣁 𑣕𑣈𑣌𑣉𑣁.

𑢺𑣂𑣚𑣂 𑣎𑣁𑣉 𑣋𑣈 𑣋𑣁𑣛𑣁 𑣘𑣁𑣄 𑣌𑣉 𑣙𑣂𑣓𑣂𑣜 𑣕𑣈 𑣞𑣈𑣓𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣁𑣄𑣈 𑣓𑣈𑣚 𑣌𑣉𑣁 𑣉𑣌𑣉𑣓 𑣎𑣂𑣇 𑣌𑣉 𑣕𑣉𑣜𑣀 𑣎𑣈𑣖𑣉𑣓 𑣗𑣂𑣘𑣉𑣔 𑣜𑣈 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣚𑣂𑣚𑣂 𑣏𑣂𑣖𑣂𑣓𑣀 𑣗𑣁𑣗𑣃 𑣕𑣈𑣌𑣉𑣄 𑣓𑣈𑣚 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣏𑣂 𑣁𑣌𑣉𑣔𑣉 𑣔𑣁𑣄𑣁 𑣜𑣈𑣓 𑣙𑣁𑣆 𑣌𑣉 𑣔𑣂𑣜𑣂 𑣕𑣈𑣌𑣉 𑣕𑣈𑣜 𑣌𑣉 𑣕𑣁𑣓𑣁.

𑢺𑣂𑣚𑣂 𑣓𑣂𑣜 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣁𑣌𑣉𑣄 𑣞𑣉𑣖𑣎𑣁𑣉 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣏𑣂 𑣁𑣌𑣉𑣔𑣉 𑣋𑣁𑣚𑣕𑣂 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁.

𑢨𑣓 𑣗𑣁𑣗𑣃 𑣕𑣈𑣌𑣉 𑣚𑣂𑣚𑣂 𑣕𑣁𑣄 𑣅𑣈𑣕𑣈 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣌𑣁𑣎𑣂 𑣌𑣉 𑣁𑣅𑣃𑣖 𑣌𑣁𑣕𑣈 𑣌𑣉 𑣒𑣁𑣒𑣁𑣌𑣁 𑣜𑣈𑣊𑣋𑣁 𑣅𑣁𑣓𑣁.


Our archive contains over 100 million records, including census records, birth records, death records, and marriage records.

We also have a large collection of family group sheets and manuscripts.

To search for your ancestors, you can use our surname search tool.

This tool allows you to search by surname, first name, and date of birth.

Once you have found your ancestors, you can view their records.

You can also print copies of their records.

We also offer a subscription service that allows you to access our entire archive.

This service is perfect for genealogists who are looking for a comprehensive collection of records.

If you have any questions about our archive or our surname search tool, please do not hesitate to contact us.

We are here to help you find your ancestors.

𑢡𑣗𑣃𑣄 𑣁𑣜𑣏𑣂𑣗𑣙 𑣗𑣈 𑣕𑣈𑣅𑣁𑣄 𑣖𑣈𑣓𑣁𑣄 100 𑣖𑣂𑣚𑣂𑣅𑣉𑣓 𑣁𑣊𑣌𑣁 𑣌𑣉 𑣕𑣈𑣅𑣁𑣄, 𑣈𑣓𑣉 𑣁𑣊𑣌𑣁 𑣗𑣂𑣕𑣈𑣜 𑣌𑣉, 𑣎𑣉𑣓𑣉𑣖 𑣁𑣊𑣌𑣁 𑣌𑣉, 𑣋𑣉𑣄𑣈 𑣁𑣊𑣌𑣁 𑣌𑣉, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣀𑣔𑣂 𑣁𑣊𑣌𑣁 𑣌𑣉.

𑢡𑣚𑣈 𑣕𑣁 𑣜𑣈𑣅𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣞𑣓𑣋𑣜𑣁𑣙 𑣖𑣈𑣓𑣁 𑣘𑣁𑣜𑣂𑣗𑣁𑣜 𑣞𑣁𑣖𑣃𑣙 𑣘𑣁𑣕𑣜𑣁𑣌 𑣁𑣜 𑣕𑣂 𑣉𑣚 𑣚𑣂𑣘𑣂 𑣖𑣈𑣓𑣁.

𑢡𑣖𑣁 𑣘𑣃𑣜𑣗𑣁𑣎 𑣌𑣉 𑣓𑣁𑣖 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣁𑣖 𑣌𑣚𑣂 𑣓𑣁𑣖 𑣎𑣉𑣓𑣕𑣉𑣜𑣉𑣖 𑣆𑣞𑣕𑣈𑣖𑣁𑣚 𑣔𑣁𑣆𑣅𑣈.

𑣓𑣈𑣓𑣁 𑣎𑣉𑣓𑣕𑣉𑣜𑣉 𑣌𑣂𑣚𑣂 𑣕𑣈 𑣓𑣁𑣖𑣈 𑣕𑣈𑣅𑣁 𑣁𑣓𑣃𑣖𑣁𑣕𑣂 𑣈𑣖𑣁 𑣖𑣈𑣅𑣁, 𑣁𑣅𑣁𑣕𑣈 𑣓𑣃𑣕𑣃𑣖 𑣁𑣜 𑣎𑣉𑣓𑣉𑣖 𑣔𑣂𑣚𑣁𑣓𑣋.

𑢡𑣗𑣈𑣓 𑣁𑣅𑣄 𑣒𑣁𑣈𑣑 𑣚𑣈𑣌𑣁𑣕𑣈𑣅𑣉 𑣗𑣈𑣓 𑣘𑣁𑣓𑣕𑣂 𑣓𑣁𑣖𑣈𑣅𑣁.

𑢶𑣂𑣝𑣁 𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣄 𑣞𑣂𑣔𑣁 𑣙𑣁𑣋 𑣌𑣉𑣗𑣈𑣓 𑣓𑣁𑣖𑣁𑣓 𑣜𑣈𑣔𑣉 𑣁𑣗𑣈𑣓 𑣁𑣌𑣉𑣙𑣄𑣁 𑣜𑣈𑣌𑣉𑣑 𑣗𑣈𑣓 𑣓𑣈𑣚 𑣔𑣁𑣆𑣅𑣁.

𑢡𑣗𑣈𑣓 𑣁𑣌𑣉𑣙𑣄𑣁 𑣜𑣈𑣌𑣉𑣑 𑣜𑣈𑣅𑣁𑣄 𑣘𑣜𑣂𑣓𑣒 𑣌𑣉𑣗𑣈𑣓 𑣌𑣉𑣘𑣂 𑣃𑣌𑣃𑣄𑣇𑣁.

𑢡𑣗𑣃 𑣈𑣓 𑣞𑣈𑣗𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣏𑣁𑣓𑣔𑣁 𑣗𑣃 𑣈𑣖 𑣌𑣈𑣈 𑣜𑣈𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣜𑣈𑣌𑣉𑣑 𑣗𑣃 𑣓𑣁𑣖 𑣔𑣆𑣁𑣅𑣁.

𑢳𑣈𑣓 𑣞𑣈𑣗𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣁 𑣈𑣓 𑣗𑣉𑣀𑣝𑣉 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣉𑣌𑣉𑣈 𑣌𑣉 𑣁𑣌𑣉𑣙𑣄𑣁 𑣙𑣁𑣋𑣁 𑣌𑣉𑣙𑣄𑣁 𑣜𑣈𑣌𑣉𑣑 𑣌𑣉 𑣓𑣁𑣖 𑣕𑣁𑣓𑣁.

𑢩𑣌𑣉𑣅 𑣌𑣉 𑣕𑣉𑣜𑣀 𑣎𑣈𑣕𑣁𑣓 𑣌𑣉𑣓𑣉𑣄 𑣌𑣃𑣚𑣂 𑣞𑣁𑣓𑣀 𑣘𑣈 𑣕𑣁𑣓𑣁 𑣔𑣁𑣅𑣁𑣌𑣁𑣕𑣈 𑣁𑣚𑣈 𑣚𑣉𑣄 𑣕𑣈 𑣎𑣘𑣁𑣋𑣁𑣜 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣁𑣚𑣉𑣘𑣈 𑣇𑣞𑣁𑣓𑣁.

𑢡𑣘𑣈 𑣁𑣘𑣈𑣅𑣄 𑣖𑣃𑣓𑣃 𑣙𑣁𑣋𑣁 𑣌𑣉 𑣓𑣁𑣖 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣁𑣚𑣈 𑣁𑣘𑣈𑣋𑣈 𑣔𑣈𑣊𑣋𑣁 𑣘𑣈 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣖𑣈𑣓𑣄𑣁 𑣚𑣈𑣅𑣁.


A newspaper is a periodical publication containing current news, informative articles, diverse features, advertising, and other content.

It is typically printed on relatively inexpensive, low-grade paper called newsprint.

Most newspapers are published daily or weekly, but some may be published less frequently.

Newspapers are distributed through a variety of channels, including print, online, and mobile.

Newspapers have been around for centuries, and they have played an important role in informing the public about current events.

In the early days of newspapers, they were often the only source of information for people living in rural areas.

Today, newspapers continue to be a valuable source of information, but they face competition from other media outlets, such as television, radio, and the internet.

There are many different types of newspapers, each with its own target audience.

Some newspapers are general-interest publications, while others focus on specific topics, such as business, sports, or entertainment.

Newspapers can also be classified by their political leanings, with some being considered liberal or left-wing, while others are considered conservative or right-wing.

In addition to providing news and information, newspapers also play an important role in shaping public opinion.

𑢶𑣂𑣂𑣅𑣑 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣜𑣈𑣔𑣉 𑣓𑣃𑣆𑣚𑣁 𑣌𑣉𑣗𑣉𑣜 𑣌𑣉, 𑣞𑣈𑣅𑣀 𑣎𑣁𑣋𑣁𑣜 𑣌𑣉, 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣜𑣈𑣅𑣄 𑣌𑣁𑣎𑣂 𑣌𑣉, 𑣓𑣉𑣕𑣂𑣜 𑣘𑣂𑣓𑣕𑣂𑣜 𑣌𑣉𑣗𑣉𑣜 𑣌𑣉 𑣉𑣀𑣑𑣉𑣄 𑣈𑣖𑣁𑣓 𑣕𑣈𑣖𑣁𑣓𑣁𑣄 𑣌𑣉 𑣉𑣚𑣁 𑣌𑣁𑣓𑣉𑣄𑣁.

𑢨𑣓𑣁 𑣔𑣉 𑣌𑣉𑣖 𑣋𑣉𑣓𑣀 𑣜𑣈𑣅𑣄 𑣌𑣁𑣋𑣉𑣎 𑣜𑣈 𑣏𑣁𑣘𑣁𑣁 𑣌𑣁𑣉𑣄𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣓𑣂𑣇𑣎 𑣘𑣜𑣂𑣓𑣒 𑣌𑣉 𑣖𑣈𑣕𑣄𑣁.

𑢸𑣃𑣜𑣄 𑣕𑣈 𑣘𑣃𑣜𑣄 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉 𑣔𑣉 𑣔𑣂𑣓 𑣋𑣈 𑣗𑣁𑣓𑣕𑣈 𑣜𑣈 𑣖𑣂 𑣙𑣁𑣒𑣉𑣜𑣈 𑣖𑣂𑣝𑣁 𑣉𑣀𑣑𑣉𑣄 𑣕𑣁𑣜𑣁 𑣌𑣉𑣔𑣉 𑣏𑣂𑣖𑣂𑣓 𑣔𑣂𑣓 𑣜𑣈 𑣖𑣂𑣝𑣁 𑣉𑣚𑣚𑣉𑣁.

𑢬𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉𑣔𑣉 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣏𑣁𑣓𑣈𑣚 𑣌𑣉𑣜𑣈 𑣏𑣁𑣘𑣁 𑣌𑣈𑣓𑣈𑣈𑣕𑣈 𑣉𑣓𑣚𑣁𑣆𑣓 𑣕𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣖𑣉𑣗𑣁𑣆𑣚 𑣌𑣉𑣕𑣈 𑣓𑣂𑣕𑣂𑣜𑣈𑣓 𑣕𑣁𑣓𑣁.

𑢬𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉𑣔𑣉 𑣝𑣉𑣙 𑣝𑣉𑣙 𑣞𑣂𑣜𑣖𑣁 𑣙𑣉𑣗𑣁 𑣕𑣁𑣓𑣁 𑣔𑣂𑣝𑣃𑣖 𑣙𑣉 𑣌𑣉 𑣕𑣁𑣄 𑣕𑣈 𑣌𑣉𑣗𑣉𑣜𑣈𑣄 𑣆𑣔𑣂 𑣗𑣈𑣒𑣁𑣈 𑣕𑣁𑣓𑣁.

𑢾𑣂𑣔𑣁 𑣖𑣃𑣓𑣃 𑣌𑣉𑣔𑣉 𑣙𑣁𑣕𑣃 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣓 𑣙𑣉 𑣌𑣉𑣔𑣉 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉𑣈𑣕𑣈𑣋𑣈 𑣌𑣉𑣗𑣉𑣜 𑣔𑣉𑣌𑣉 𑣓𑣁𑣖𑣈 𑣕𑣁𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢵𑣂𑣞𑣂𑣀 𑣔𑣉 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣋𑣈 𑣌𑣉𑣗𑣉𑣜 𑣜𑣈𑣅𑣁𑣄 𑣗𑣃𑣒𑣁 𑣔𑣉 𑣖𑣈𑣓𑣕𑣈 𑣗𑣃 𑣖𑣁𑣓𑣁𑣕𑣂𑣀𑣁 𑣌𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓𑣜𑣈 𑣕𑣂𑣞𑣂𑣀 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣙𑣁𑣘𑣜𑣁𑣉 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑢲.𑢷𑢹𑢢., 𑢼𑣈𑣑𑣂𑣉 𑣉𑣀𑣑𑣉𑣄 𑢦𑣓𑣒𑣁𑣜𑣓𑣈𑣒 𑣌𑣉𑣚𑣉𑣄𑣕𑣈.

𑢨𑣞𑣃 𑣚𑣁𑣌𑣓 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉 𑣖𑣈𑣓𑣄𑣁 𑣞𑣁𑣗𑣈𑣓 𑣋𑣈 𑣁𑣌𑣉𑣙𑣄𑣁 𑣘𑣁𑣛𑣁𑣉 𑣕𑣈𑣓 𑣙𑣉 𑣌𑣉 𑣖𑣈𑣓𑣁𑣄 𑣌𑣉𑣁.

𑢯𑣂𑣖𑣂𑣓𑣀 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣌𑣉 𑣘𑣁𑣛𑣁𑣉 𑣕𑣈𑣅𑣁𑣄 𑣉𑣀𑣑𑣉𑣄 𑣏𑣂𑣖𑣂𑣓𑣀 𑣔𑣉 𑣗𑣂𑣎𑣂𑣓𑣈𑣞, 𑣆𑣞𑣘𑣉𑣒, 𑣉𑣀𑣑𑣉𑣄 𑣞𑣂𑣓𑣖𑣁 𑣌𑣉 𑣚𑣁𑣈𑣑 𑣕𑣈 𑣉𑣚𑣚𑣉 𑣕𑣁𑣓𑣁.

𑢬𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉𑣅𑣉 𑣜𑣁𑣎𑣓𑣂𑣕𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣙𑣁𑣒𑣂𑣀𑣁 𑣌𑣁𑣓𑣁, 𑣕𑣁𑣜𑣁𑣔𑣉 𑣗𑣁𑣖𑣉𑣘𑣉𑣓𑣕𑣙𑣂 𑣉𑣀𑣑𑣉𑣄 𑣕𑣁𑣜𑣁𑣔𑣉 𑣔𑣉𑣌𑣙𑣂𑣐𑣉 𑣘𑣉𑣓𑣕𑣙𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣇𑣘𑣃𑣜𑣃𑣖 𑣖𑣈𑣓𑣄𑣁.

𑢹𑣉 𑣌𑣉𑣙𑣄𑣁 𑣞𑣁𑣓𑣀 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣕𑣂𑣜 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈𑣅𑣉 𑣌𑣉𑣗𑣉𑣜 𑣞𑣁𑣌𑣁𑣖 𑣌𑣉 𑣈𑣞𑣃 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣖𑣈𑣓𑣄 𑣕𑣁𑣑𑣁.


Horse racing is a popular sport that has been around for centuries.

It is a competition between two or more horses that are ridden by jockeys.

The goal is to be the first horse to cross the finish line.

Horse racing is held at tracks all over the world, and there are many different types of races, including sprints, middle distances, and endurance races.

The most famous horse race in the world is the Kentucky Derby, which is held every year at Churchill Downs in Louisville, Kentucky.

Horse racing is a multi-billion dollar industry, and it is estimated that over $100 billion is wagered on horse races each year.

The sport is also a major source of employment, and it supports jobs in the horse breeding, training, and racing industries.

Despite its popularity, horse racing has been criticized for its treatment of animals.

Critics argue that horses are forced to race at speeds that are dangerous for them, and that they are often mistreated by their trainers and jockeys.

In recent years, there have been a number of efforts to make horse racing more humane, including the introduction of new rules and regulations.

Despite the controversy, horse racing remains a popular sport around the world.

𑢾𑣁𑣔𑣉𑣖 𑣓𑣂𑣘𑣂𑣜 𑣚𑣘𑣄 𑣈𑣞𑣃 𑣓𑣃𑣕𑣃𑣖𑣓 𑣆𑣓𑣃𑣊 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣞𑣂𑣔𑣁 𑣖𑣃𑣓𑣃𑣁𑣅 𑣕𑣈 𑣞𑣈𑣞𑣈𑣓 𑣙𑣃𑣎𑣃𑣄 𑣁𑣄 𑣌𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣗𑣜𑣂𑣅𑣁 𑣉𑣛𑣉𑣄 𑣗𑣜𑣂𑣅𑣈 𑣕𑣈 𑣚𑣓𑣄 𑣞𑣁𑣔𑣉𑣖 𑣌𑣉'𑣄 𑣓𑣂𑣘𑣂𑣜 𑣚𑣘𑣄 𑣗𑣔𑣁𑣗𑣔𑣂 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓 𑣜𑣈 𑢮𑣉𑣌𑣂 𑣞𑣁𑣔𑣉𑣖𑣄 𑣙𑣁𑣙𑣜𑣁.

𑢶𑣉𑣓𑣈 𑣕𑣃𑣓𑣑𑣃 𑣋𑣁𑣁𑣜 𑣘𑣁𑣜𑣉𑣖𑣈 𑣕𑣓 𑣘𑣆𑣚 𑣞𑣁𑣔𑣉𑣈𑣄 𑣗𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢾𑣁𑣔𑣉𑣖 𑣓𑣂𑣘𑣂𑣜 𑣚𑣘𑣄 𑣋𑣉𑣒𑣁 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣒𑣜𑣈𑣌 𑣜𑣈𑣌𑣉 𑣓𑣂𑣜 𑣆𑣏𑣂 𑣌𑣉𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣈𑣞𑣃 𑣌𑣂𑣞𑣂𑣖 𑣌𑣂𑣞𑣂𑣖 𑣓𑣂𑣜 𑣌𑣉 𑣕𑣆𑣓𑣁, 𑣓𑣈𑣓 𑣌𑣉𑣜𑣈 𑢦𑣞𑣘𑣜𑣂𑣓𑣒, 𑢵𑣚𑣁𑣙𑣉𑣜𑣁 𑣎𑣊 𑣓𑣂𑣜 𑣉𑣛𑣉𑣄 𑢸𑣈𑣄 𑣖𑣈𑣓𑣄 𑣎𑣊 𑣓𑣂𑣜 𑣔𑣆 𑣕𑣈𑣅𑣄 𑣓𑣂𑣜 𑣌𑣉 𑣖𑣈𑣓𑣄.

𑢫𑣉𑣒𑣁 𑢴𑣂𑣝𑣃𑣖 𑣜𑣈 𑣞𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣇𑣖𑣂𑣅𑣁 𑣌𑣓 𑣞𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑢬𑣈𑣓𑣒𑣌𑣂 𑢱𑣁𑣜𑣗𑣂 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣎𑣁 𑣞𑣂𑣜𑣖𑣁 𑢯𑣁𑣜𑣏𑣂𑣚 𑢱𑣁𑣇𑣓𑣞 𑢦𑣀𑣌 𑢺𑣃𑣆𑣞𑣗𑣂𑣚𑣈, 𑢬𑣈𑣓𑣒𑣌𑣂 𑣜𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢾𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑣖𑣂𑣑𑣅 𑣁𑣜𑣗 𑣑𑣉𑣚𑣁𑣜 𑣜𑣈𑣅𑣄 𑣗𑣈𑣘𑣜 𑣕𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣉𑣓𑣖𑣁𑣓 𑣖𑣈𑣓𑣄 𑣏𑣂 𑣎𑣁𑣉 𑣞𑣂𑣜𑣖𑣁 𑣞𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑣜𑣈 𑣙 𑣡𑣠𑣠 𑣑𑣉𑣚𑣜 𑣁𑣅 𑣕𑣈 𑣚𑣓𑣄 𑣗𑣁𑣎𑣂 𑣌𑣉 𑣚𑣋𑣁𑣉 𑣅𑣁.

𑢦𑣓𑣃𑣊 𑣜𑣉𑣎𑣋𑣁𑣜 𑣜𑣈𑣅𑣄 𑣉𑣉 𑣖𑣃𑣇𑣛 𑣙𑣉𑣜𑣁 𑣕𑣓𑣁, 𑣉𑣛𑣉𑣄 𑣓𑣈𑣅𑣁 𑣞𑣁𑣔𑣉𑣖 𑣎𑣉𑣓𑣉𑣖, 𑣆𑣓𑣂𑣕𑣃𑣊 𑣁𑣜 𑣓𑣂𑣘𑣂𑣜 𑣗𑣔𑣁𑣗𑣔𑣂 𑣗𑣈𑣘𑣜 𑣜𑣈 𑣓𑣚𑣁 𑣓𑣉𑣌𑣉𑣜𑣂 𑣚𑣋𑣂𑣑 𑣜𑣈𑣅𑣉𑣙 𑣔𑣈𑣊𑣋𑣁 𑣈𑣖𑣈𑣅𑣁.

𑢳𑣈𑣅𑣁 𑣓𑣂𑣖𑣂𑣓 𑣜𑣁𑣀𑣞𑣁 𑣓𑣃𑣕𑣃𑣖𑣓 𑣜𑣈𑣅𑣉𑣙, 𑣎𑣂𑣅𑣃 𑣌𑣉 𑣓𑣈𑣅𑣁 𑣚𑣋𑣂𑣑 𑣎𑣁𑣙𑣋𑣈 𑣌𑣉 𑣁𑣞𑣃𑣚 𑣌𑣉𑣁 𑣖𑣈𑣓𑣕𑣈 𑣞𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑣜𑣈𑣅𑣄 𑣈𑣞𑣃 𑣙𑣉𑣉 𑣌𑣉 𑣌𑣁𑣌𑣉 𑣞𑣓𑣀 𑣅𑣓𑣁.

𑢬𑣁 𑣞𑣓𑣀 𑣕𑣓 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣌𑣓𑣁𑣎𑣂 𑣖𑣈𑣓𑣄 𑣏𑣂 𑣓𑣈𑣚𑣈𑣌𑣁 𑣓𑣂𑣜 𑣆𑣏𑣂 𑣚𑣋𑣂𑣑 𑣞𑣁𑣔𑣉𑣖 𑣌𑣉𑣌𑣉 𑣎𑣉𑣗𑣉𑣜𑣂 𑣌𑣉𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣁𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣌𑣁 𑣒𑣂𑣆𑣌𑣂𑣅𑣁, 𑣉𑣛𑣉𑣄 𑣓𑣈𑣅𑣁 𑣚𑣋𑣂𑣑 𑣓𑣈𑣘𑣁 𑣁𑣌𑣉 𑣈𑣙𑣕𑣉 𑣕𑣓 𑣌𑣉 𑣉𑣛𑣉𑣄 𑣎𑣉𑣌𑣂 𑣌𑣉 𑣞𑣁𑣔𑣉 𑣌𑣉𑣌𑣈 𑣌𑣉 𑣞𑣕𑣁𑣉 𑣌𑣉𑣁.

𑢾𑣈𑣓𑣉𑣄 𑣅𑣓 𑣞𑣂𑣜𑣖𑣁 𑣋𑣈, 𑣞𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑣞𑣃𑣋𑣛 𑣖𑣁𑣓𑣉𑣁 𑣌𑣉 𑣚𑣈𑣌𑣁 𑣋𑣈 𑣙𑣉𑣗𑣓 𑣌𑣁 𑣖𑣈𑣓𑣕𑣈 𑣈𑣞𑣃 𑣏𑣈𑣞𑣒𑣁 𑣅𑣓𑣁, 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣓𑣖𑣁 𑣓𑣂𑣅𑣖 𑣉𑣛𑣉𑣄 𑣁𑣆𑣓 𑣌𑣉𑣌𑣉 𑣗𑣆 𑣌𑣈𑣑𑣁.

𑢬𑣘𑣁𑣎𑣂 𑣌𑣃𑣘𑣃𑣞𑣃𑣜 𑣜𑣈𑣅𑣉𑣙, 𑣞𑣁𑣔𑣉𑣖 𑣓𑣂𑣜 𑣋𑣉𑣒𑣁 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣈𑣞𑣃 𑣜𑣁𑣀𑣞𑣁𑣓 𑣆𑣓𑣃𑣊 𑣗𑣆 𑣌𑣓 𑣋𑣈𑣅𑣁.


"title": "The Importance of Sleep", "text": "Sleep is a vital part of our lives.

It allows our bodies to rest and repair themselves, and it helps us to function properly both physically and mentally.

When we don't get enough sleep, we can experience a range of negative effects, including fatigue, irritability, difficulty concentrating, and impaired decision-making.

In the long term, chronic sleep deprivation can increase our risk of developing health problems such as obesity, heart disease, and diabetes.

There are a number of factors that can affect our sleep, including our age, our lifestyle, and our environment.

As we age, our sleep patterns tend to change.

For example, older adults may need less sleep than younger adults, and they may find it more difficult to fall asleep and stay asleep.

Our lifestyle choices can also have a big impact on our sleep.

For example, people who work long hours or who have irregular sleep schedules are more likely to experience sleep problems.

And finally, our environment can also affect our sleep.

Things like noise, light, and temperature can all make it difficult to get a good night's sleep.

𑢲𑣁𑣆𑣒𑣁𑣚' '𑣎𑣁𑣘𑣂𑣑 𑣜𑣈𑣅𑣁𑣄 𑣋𑣉𑣓𑣀' '𑣉𑣚' 𑣎𑣁𑣘𑣂𑣑 𑣋𑣈 𑣓𑣈𑣓 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁𑣄 𑣈𑣞𑣃 𑣖𑣈𑣜𑣀 𑣉𑣀𑣝𑣉 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣋𑣈 𑣁𑣗𑣃 𑣙𑣉𑣖𑣉 𑣎𑣂𑣜𑣁𑣉𑣓 𑣕𑣈𑣅𑣁𑣄 𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣖𑣉 𑣗𑣁𑣆 𑣜𑣃𑣁𑣁𑣓𑣁. 𑢩𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁 𑣗𑣃𑣔𑣂 𑣕𑣈 𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣖𑣉 𑣕𑣈 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣘𑣁𑣆𑣒𑣂 𑣕𑣈𑣅𑣁𑣄 𑣔𑣈𑣊𑣋𑣁 𑣈𑣖𑣈𑣅𑣁.

𑢷𑣃𑣋𑣂𑣕𑣈 𑣌𑣁𑣗𑣃 𑣁𑣘𑣂𑣑 𑣌𑣈𑣈𑣜𑣈 𑣁𑣗𑣃 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣌𑣁 𑣓𑣃𑣋𑣂𑣓 𑣔𑣃𑣌𑣃𑣌𑣉 𑣓𑣁𑣖𑣉𑣄𑣁 𑣎𑣈𑣖𑣉𑣓 '𑣚𑣁𑣋𑣁' '𑣌𑣃𑣜𑣌𑣃𑣜' '𑣌𑣁 𑣇𑣛𑣃𑣄 𑣗𑣈𑣒𑣁𑣓𑣁' 𑣓𑣂𑣞𑣘𑣉𑣕𑣂 𑣌𑣁𑣗𑣃 𑣆𑣔𑣂 𑣔𑣁𑣆𑣅𑣁.

𑢸𑣃𑣁𑣄 𑣔𑣂𑣓 𑣙𑣉𑣗𑣁 𑣎𑣁𑣓𑣜𑣈 𑣘𑣃𑣜𑣁𑣄 𑣎𑣁𑣘𑣂𑣑𑣈𑣈 𑣕𑣈𑣗𑣃 𑣗𑣁𑣜𑣉𑣓, 𑣁𑣗𑣃 𑣏𑣉𑣜𑣗𑣂 𑣘𑣃𑣜𑣁𑣄𑣓𑣁, 𑣌𑣃𑣁𑣖 𑣜𑣉𑣋𑣁 𑣏𑣂𑣓𑣂 𑣜𑣉𑣋𑣁 𑣚𑣈𑣌𑣁𑣓 𑣜𑣉𑣋𑣁 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣗𑣃 𑣘𑣃𑣜𑣁𑣄 𑣗𑣉𑣅𑣉𑣝 𑣙𑣉𑣗𑣁𑣓 𑣜𑣈 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁𑣄 𑣘𑣓𑣁𑣆𑣒𑣂 𑣉𑣀𑣑𑣉𑣄 𑣌𑣃𑣒𑣂 𑣖𑣃𑣚𑣂 𑣁𑣗𑣃𑣙𑣄𑣁 𑣎𑣁𑣘𑣂𑣑 𑣜𑣈 𑣗𑣁𑣔𑣙𑣁 𑣈𑣖𑣈𑣅𑣁.

𑢶𑣂𑣞𑣂𑣀, 𑣖𑣂𑣁𑣑 𑣞𑣈𑣘𑣈𑣑 𑣁𑣌𑣉𑣁 𑣔𑣉𑣙𑣛𑣉 𑣗𑣂𑣕𑣁𑣜𑣈 𑣕𑣈 𑣙𑣁𑣜𑣁 𑣗𑣂𑣕𑣁𑣜 𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣘𑣜𑣉𑣖 𑣕

𑢡𑣈 𑣁𑣑𑣈𑣅𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣗𑣉𑣜𑣉𑣚𑣈𑣓 𑣕𑣂𑣌𑣈𑣓𑣁.𑣂 𑣌𑣈𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣁 𑣁𑣈 𑣖𑣂𑣁𑣑

𑢡𑣗𑣃 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁𑣄 𑣞𑣈𑣗𑣈 𑣁𑣗𑣃𑣙𑣄𑣁 𑣎𑣁𑣘𑣑 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣗𑣁𑣔𑣙𑣁 𑣈𑣖𑣈𑣅𑣁.

𑢯𑣂𑣚𑣂𑣌𑣁 𑣁𑣌𑣂𑣓 𑣖𑣂𑣁𑣕𑣈𑣌𑣂𑣓 𑣙𑣉𑣓𑣜 𑣕𑣂𑣌𑣈𑣓𑣁, 𑣁𑣌𑣂𑣓 𑣁𑣌𑣂𑣓𑣁 𑣗𑣂𑣉𑣅 𑣕𑣈𑣌𑣂𑣓 𑣎𑣋𑣜 𑣉𑣓𑣑𑣉𑣄 𑣇𑣘𑣃𑣜𑣃𑣖 𑣌𑣈𑣓𑣁.

𑢡𑣌𑣂𑣓 𑣇𑣛𑣃 𑣇𑣂 𑣕𑣂 𑣌𑣈𑣓𑣁 𑣁𑣌𑣂𑣓 𑣋𑣈 𑣖𑣂𑣁𑣑 𑣙𑣉𑣙 𑣕𑣓𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢽𑣁𑣛𑣂, 𑣖𑣁𑣜𑣝𑣁𑣚 ,𑣉𑣀𑣑𑣉𑣄 𑣚𑣉𑣚𑣉 𑣓𑣈𑣅𑣁𑣌𑣉𑣋𑣈 𑣓𑣂𑣔𑣁 𑣎𑣁𑣘𑣂𑣑 𑣈𑣞𑣃 𑣌𑣉𑣝𑣒𑣉𑣁.


One day, a farmer was walking through his field when he saw a dark cloud approaching.

He knew that a storm was coming, so he ran to his barn to get his animals to safety.

He gathered up his cows, pigs, and chickens and brought them inside.

As the storm raged, the farmer watched from the window as the wind and rain whipped through the trees.

He was worried about his crops, but he knew that there was nothing he could do.

The next morning, the sun came out and the storm was over.

The farmer went outside to survey the damage.

His crops were ruined, but he saw something else that made him smile.

In the middle of the field, there was a beautiful rainbow.

The farmer knew that the rainbow was a sign of hope.

It reminded him that even though there are storms in life, there is always a silver lining.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑣖𑣂𑣅𑣑 𑣏𑣁𑣞𑣂 𑣙𑣉𑣉 𑣁𑣅𑣄 𑣘𑣂 𑣙𑣉𑣜𑣁 𑣕𑣈𑣄 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣆𑣖𑣕𑣀 𑣋𑣈 𑢨 𑣖𑣂𑣅𑣑 𑣙𑣈𑣀𑣔𑣈 𑣜𑣂𑣖𑣂𑣚 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓 𑣋𑣈 𑣓𑣈𑣚 𑣓𑣖 𑣌𑣈𑣑𑣁.

𑢨 𑣁𑣔𑣁𑣙𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣙𑣃𑣎𑣃𑣄 𑣕𑣈𑣅𑣄 𑣖𑣈𑣓𑣄, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑢨 𑣇𑣜𑣂𑣄 𑣖𑣈𑣜𑣉𑣖 𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣒𑣅𑣑 𑣆𑣑 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣌𑣉𑣚𑣉𑣖 𑣘𑣁 𑣕𑣈𑣄 𑣓𑣂𑣜 𑣌𑣈𑣑𑣁.

𑢨 𑣁𑣅𑣄 𑣞𑣃𑣌𑣃𑣜𑣂, 𑣇𑣜𑣂𑣄 𑣉𑣛𑣉𑣄 𑣞𑣂𑣖 𑣌𑣉 𑣖𑣂𑣑 𑣜𑣈𑣄 𑣙𑣃𑣀𑣑𑣂 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉𑣌𑣈 𑣗𑣂𑣕𑣜 𑣘𑣁 𑣕𑣈𑣄 𑣁𑣔𑣈𑣜 𑣌𑣈𑣑 𑣌𑣉𑣁𑣙.

𑢯𑣂𑣚𑣂𑣌𑣁 𑣋𑣈 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓𑣁, 𑣏𑣁𑣞𑣂 𑣙𑣉𑣉 𑣎𑣁𑣚𑣓𑣅 𑣕𑣈 𑣙𑣉𑣅𑣉 𑣉𑣛𑣉𑣄 𑣋𑣖𑣁 𑣔𑣁𑣜𑣃 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣕𑣘𑣛𑣜 𑣕𑣓𑣈𑣄 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁.

𑢨 𑣁𑣅𑣄 𑣏𑣁𑣞𑣉 𑣚𑣋𑣂𑣑 𑣇𑣛𑣃𑣄 𑣜𑣈𑣄 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣁𑣔𑣁𑣙𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑢨 𑣎𑣁𑣙𑣓𑣄𑣉𑣉 𑣌𑣁'𑢨 𑣏𑣂𑣌𑣁 𑣔𑣆𑣅𑣁.

𑢫𑣘𑣁𑣕𑣈𑣜 𑣞𑣈𑣕𑣄 𑣞𑣂𑣀𑣋𑣂 𑣕𑣃𑣜 𑣅𑣓𑣁 𑣉𑣛𑣉𑣄 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣏𑣗𑣁 𑣅𑣓𑣁.

𑢯𑣁𑣞𑣂 𑣙𑣉𑣉 𑣏𑣂𑣖𑣂𑣓 𑣓𑣉𑣞𑣌𑣓 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣘𑣂 𑣘𑣁 𑣕𑣈𑣄 𑣞𑣈𑣓𑣉𑣄 𑣅𑣓𑣁.

𑢡𑣅𑣄 𑣞𑣗𑣈𑣓 𑣏𑣁𑣙𑣞𑣉 𑣌𑣉 𑣗𑣈𑣜𑣗𑣁𑣜 𑣏𑣗𑣁 𑣅𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣈𑣒𑣄 𑣕𑣈𑣅𑣄 𑣏𑣈𑣌𑣓𑣄 𑣈𑣓𑣌𑣓𑣄 𑣓𑣈𑣚 𑣓𑣖 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣅𑣄 𑣖𑣈𑣑 𑣖𑣃𑣁𑣙 𑣜𑣈 𑣜𑣁𑣀𑣞𑣁 𑣙𑣃𑣎𑣃𑣄 𑣅𑣓𑣁.

𑢸𑣁𑣛𑣂𑣅𑣁 𑣕𑣚𑣁 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣞𑣉𑣓𑣔𑣉𑣜 𑢼𑣃𑣚 𑢭 𑢪 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢯𑣁𑣞𑣂 𑣙𑣉𑣉 𑣁𑣔𑣁𑣙𑣓 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑢼𑣃𑣚 𑢭 𑢪 𑣁𑣞𑣉𑣜𑣁 𑣜𑣈𑣅𑣄 𑣏𑣂𑣓𑣁 𑣕𑣓𑣁.

𑢨𑣓𑣁𑣕𑣈 𑢨 𑣇𑣛𑣃𑣄 𑣓𑣖 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣎𑣁 𑣏𑣂𑣖𑣂𑣓 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣙𑣃𑣎𑣃𑣄 𑣜𑣈𑣅𑣉𑣙, 𑣖𑣈𑣓𑣔𑣉 𑣞𑣔𑣅𑣄 𑣋𑣈 𑣖𑣂𑣅𑣑 𑣁𑣞𑣉𑣜𑣁 𑣜𑣈𑣅𑣄 𑣕𑣃𑣜𑣕𑣀 𑣕𑣆𑣓 𑣋𑣈𑣅𑣁.


Dramas are a genre of storytelling that typically focuses on conflict and emotion.

They can be found in all forms of media, from film and television to theatre and literature.

While there is no one definitive definition of what makes a drama, there are some common elements that are often found in these stories.

One of the defining features of dramas is their focus on conflict.

This can be internal conflict, such as a character struggling with their own emotions or beliefs, or external conflict, such as a character struggling against another person or force.

Conflict is what drives the story forward and keeps the audience engaged.

Another important element of dramas is their focus on emotion.

Dramas often explore the full range of human emotions, from joy and love to anger and sadness.

This can be a powerful way to connect with audiences and make them feel something about the characters and their stories.

Dramas can be both entertaining and thought-provoking.

They can offer a glimpse into the human condition and explore the complex issues that we all face.

𑢱𑣜𑣁𑣖𑣁 𑣌𑣉𑣔𑣉 𑣖𑣂𑣅𑣑 𑣌𑣁𑣙𑣁𑣓𑣂 𑣕𑣈𑣅𑣁𑣄 𑣜𑣉𑣌𑣉𑣖 𑣋𑣈 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣖𑣉𑣓 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣕𑣁𑣌𑣂𑣄 𑣜𑣈𑣓𑣁𑣙𑣓𑣁.

𑢨𑣓𑣁 𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣏𑣁𑣘 𑣕𑣈 𑣓𑣁𑣖𑣉𑣄𑣁 𑣎𑣈𑣖𑣉𑣓 𑣘𑣙𑣂𑣚𑣖, 𑣒𑣈𑣚𑣂𑣗𑣙𑣂𑣎𑣉𑣓, 𑣕𑣙𑣂𑣈𑣒𑣉𑣜 𑣉𑣀𑣑𑣉𑣄 𑣘𑣃𑣕𑣂.

𑢱𑣜𑣁𑣖𑣁 𑣜𑣈𑣅𑣄 𑣎𑣈𑣖𑣉𑣓 𑣌𑣁𑣎𑣂𑣔𑣉 𑣒𑣙𑣁𑣇𑣌𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣔𑣉 𑣗𑣁𑣓𑣉𑣄𑣁 𑣖𑣈𑣓𑣔𑣉 𑣏𑣂𑣖𑣂𑣓𑣀 𑣔𑣉 𑣌𑣁𑣙𑣁𑣓𑣂 𑣌𑣉𑣜𑣈 𑣓𑣈𑣚𑣉𑣄𑣁.

𑢱𑣜𑣁𑣖𑣁 𑣜𑣈𑣗𑣃 𑣓𑣈𑣚𑣈 𑣜𑣈𑣔𑣉 𑣋𑣉𑣓𑣔𑣈 𑣋𑣉𑣘𑣉𑣓𑣔𑣈 𑣏𑣂 𑣈𑣘𑣈𑣜𑣀 𑣌𑣁𑣘𑣁𑣎𑣂 𑣌𑣉𑣜𑣈𑣋𑣈 𑣘𑣃𑣜𑣄 𑣔𑣉 𑣓𑣈𑣚 𑣞𑣁𑣓𑣀 𑣔𑣉 𑣕𑣁𑣆𑣓𑣁.

𑢡𑣌𑣉𑣙𑣄𑣁 𑣋𑣃𑣓 𑣜𑣈𑣅𑣄 𑣕𑣁𑣘𑣁𑣜𑣁𑣛 𑣜𑣈𑣅𑣉𑣄 𑣏𑣂 𑣜𑣃𑣘𑣃 𑣕𑣁𑣘𑣁𑣖 𑣕𑣈 𑣌𑣁𑣎𑣂 𑣌𑣁𑣘𑣁𑣎𑣂 𑣕𑣈 𑣕𑣁𑣘𑣁𑣜𑣁𑣛 𑣜𑣈𑣅𑣉 𑣈𑣓𑣌𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢵𑣁𑣘𑣁𑣜𑣁𑣛 𑣋𑣈 𑣓𑣈𑣚 𑣕𑣁𑣓 𑣙𑣉 𑣌𑣉𑣔𑣉𑣄 𑣞𑣁𑣗 𑣜𑣂𑣌𑣁 𑣕𑣁𑣌𑣉 𑣚𑣈𑣌𑣁𑣄𑣁.

𑢩𑣀𑣑𑣉𑣄 𑣖𑣂𑣅𑣑 𑣖𑣜𑣀 𑣌𑣁𑣎𑣂 𑣔𑣉 𑣔𑣃𑣌𑣃 𑣘𑣈𑣜𑣈𑣄 𑣎𑣁𑣘𑣁𑣋𑣁𑣜 𑣌𑣉 .

𑢱𑣜𑣁𑣖𑣁 𑣌𑣉𑣜𑣈𑣔𑣉 𑣖𑣀 𑣜𑣈𑣔𑣉 𑣗𑣃𑣋𑣂𑣕𑣈 𑣜𑣀𑣞𑣁 𑣕𑣈𑣌𑣉 𑣎𑣁𑣋𑣁𑣜 𑣚𑣈𑣓𑣉𑣄𑣁 𑣈𑣓𑣁 𑣏𑣁𑣓𑣁𑣗 𑣔𑣉 𑣈𑣞𑣃 𑣌𑣉 𑣔𑣃𑣌𑣃𑣓𑣁 𑣓𑣁𑣕𑣈𑣜𑣈 𑣔𑣉𑣌𑣉 𑣌𑣃𑣜 𑣌𑣃𑣜𑣈𑣓𑣁.

𑢳𑣈𑣚𑣕𑣁𑣓 𑣙𑣉𑣌𑣉 𑣓𑣈𑣚𑣁𑣌𑣁𑣓 𑣋𑣈 𑣕𑣁𑣆 𑣜𑣂𑣌𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣓𑣈𑣅𑣁 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣅𑣓 𑣇𑣘𑣁𑣅 𑣕𑣁𑣓𑣁 𑣈𑣓𑣜𑣈 𑣈𑣓𑣀 𑣁𑣌𑣉 𑣌𑣁𑣙𑣁𑣓𑣂 𑣜𑣈𑣅𑣄 𑣜𑣀𑣞𑣁 𑣌𑣉 𑣇𑣛𑣃𑣄 𑣗𑣈𑣒𑣁𑣅𑣁 .

𑢱𑣜𑣁𑣖𑣁 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁𑣁𑣓 𑣋𑣈𑣅𑣁 𑣗𑣈𑣓𑣕𑣈𑣜𑣈 𑣈𑣞𑣃 𑣗𑣉𑣜𑣉𑣁𑣓𑣁.

𑢩𑣌𑣉𑣅 𑣔𑣉 𑣖𑣈𑣓𑣈𑣅𑣁 𑣖𑣁𑣜 𑣓𑣈𑣚𑣈𑣘𑣈 𑣁𑣗𑣃 𑣙𑣉𑣉 𑣌𑣉 𑣏𑣂𑣚𑣂𑣌𑣁 𑣖𑣈𑣓𑣄 𑣗𑣃𑣁 𑣏𑣂𑣌𑣁𑣓 𑣔𑣃𑣌𑣃 𑣞𑣃𑣌𑣃 𑣗𑣃 𑣓𑣁𑣖𑣈 𑣕𑣁𑣓𑣁.


While these advances have the potential to improve our lives in many ways, they also raise important concerns about privacy, security, and freedom of expression.

For example, the use of facial recognition technology has become increasingly common in recent years.

This technology can be used to track people's movements, identify individuals, and even predict their behavior.

While facial recognition technology can be used for legitimate purposes, such as preventing crime and catching criminals, it also has the potential to be used for more nefarious purposes, such as surveillance and discrimination.

Another concern is the increasing use of artificial intelligence (AI).

AI is a powerful tool that can be used to automate tasks, solve complex problems, and create new products and services.

However, AI can also be used to create autonomous systems that are capable of making decisions without human intervention.

This raises the risk of bias and error, as well as the potential for these systems to be used for malicious purposes.

Finally, the development of new technologies, such as 5G networks and the Internet of Things, has the potential to create new vulnerabilities in our digital infrastructure.

These vulnerabilities could be exploited by hackers and other malicious actors to steal data, disrupt services, and even cause physical damage.

In light of these concerns, it is important to take steps to protect our privacy, security, and freedom of expression in the age of surveillance and technological innovation.

𑢨𑣞𑣃 𑣚𑣈𑣌𑣁𑣓 𑣙𑣉𑣜𑣁𑣕𑣈 𑣁𑣗𑣃𑣙𑣄𑣁 𑣎𑣂𑣗𑣉𑣓𑣜𑣈 𑣖𑣖𑣜𑣀 𑣗𑣁𑣆𑣓 𑣕𑣈𑣅𑣄 𑣞𑣈𑣅𑣀 𑣌𑣉 𑣜𑣂𑣌𑣁 𑣕𑣁𑣓 𑣔𑣂𑣘𑣂𑣚𑣀 𑣘𑣜𑣁𑣆𑣗𑣈𑣞𑣂, 𑣞𑣂𑣌𑣃𑣜𑣂𑣒𑣂 𑣉𑣀𑣑𑣉𑣄 𑣎𑣁𑣋𑣁𑣜𑣈 𑣕𑣈𑣅𑣄 𑣘𑣙𑣜𑣂𑣑𑣉𑣖 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈𑣅𑣄 𑣌𑣉 𑣇𑣛𑣃𑣄 𑣜𑣂𑣌𑣁𑣅 𑣕𑣁𑣓𑣁.

𑢮𑣈𑣖𑣉𑣓 𑣓𑣁𑣖𑣁 𑣎𑣃𑣋 𑣜𑣈 𑣏𑣈𑣙𑣈𑣜𑣁 𑣇𑣓𑣃𑣜𑣃𑣖 𑣞𑣈𑣅𑣀 𑣘𑣂𑣒𑣂𑣌𑣁 𑣗𑣂𑣝𑣉𑣅 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣗𑣃 𑣁𑣅𑣃𑣖 𑣕𑣁𑣑 𑣋𑣈𑣅.

𑢳𑣈𑣓 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣞𑣈𑣅𑣀 𑣕𑣈 𑣙𑣉 𑣌𑣉𑣙𑣄𑣁 𑣘𑣉𑣜𑣂𑣏𑣉𑣅, 𑣁𑣄𑣈 𑣕𑣁𑣆𑣓 𑣞𑣈𑣅𑣄 𑣒𑣁𑣈𑣑, 𑣉𑣌𑣉𑣓𑣁𑣄 𑣞𑣈𑣓𑣉𑣄 𑣕𑣁𑣓𑣁,𑣁𑣄𑣈 𑣔𑣉 𑣉𑣌𑣉𑣅 𑣕𑣁𑣓𑣂𑣄,𑣁𑣄𑣈 𑣕𑣉𑣜𑣀 𑣏𑣂𑣚𑣂𑣌𑣁𑣓 𑣙𑣉 𑣈𑣓𑣁 𑣌𑣉 𑣞𑣁𑣗𑣈𑣓 𑣗𑣃 𑣏𑣂𑣜𑣋𑣁𑣚 𑣔𑣁𑣆𑣅𑣁.

𑢶𑣈𑣑 𑣁𑣀 𑣃𑣓𑣃𑣜𑣃𑣖 𑣒𑣜𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣔𑣉 𑣌𑣃𑣖𑣗𑣃𑣇 𑣏𑣂 𑣋𑣃𑣓𑣁 𑣕𑣁𑣑 𑣙𑣉𑣌𑣉 𑣇𑣜𑣃𑣖 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣌𑣁𑣓𑣃𑣓 𑣞𑣉𑣖𑣖𑣉𑣕 𑣋𑣈𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣋𑣈 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣓𑣅𑣁𑣔𑣉 𑣗𑣈𑣗𑣁𑣜 𑣔𑣁𑣆𑣅𑣉𑣄𑣁.

𑢩𑣀𑣑𑣉𑣄 𑣖𑣂𑣅𑣑 𑣘𑣁𑣆𑣒𑣂 𑣔𑣉 𑣓𑣈𑣅𑣁 𑣏𑣂 𑣁𑣒𑣂𑣘𑣙𑣂𑣞𑣂𑣁𑣚 𑣆𑣓𑣒𑣁𑣚𑣂𑣎𑣈𑣓𑣞 (A.I) 𑣓𑣁𑣄 𑣔𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣕𑣈 𑣘𑣃𑣜𑣄 𑣌𑣁𑣖𑣂𑣜𑣈 𑣁𑣏𑣃𑣓 𑣕𑣁𑣓𑣁.

AI 𑣔𑣉 𑣁𑣄𑣈𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣄, 𑣘𑣜𑣉𑣗𑣚𑣈𑣖 𑣌𑣉 𑣞𑣉𑣖𑣁𑣔𑣙𑣁𑣓 𑣕𑣈𑣅𑣄, 𑣓𑣁𑣖𑣁 𑣓𑣁𑣖𑣁 𑣎𑣎𑣂𑣓𑣂𑣝𑣂 𑣌𑣉 𑣗𑣁𑣆 𑣕𑣈𑣅𑣄 𑣉𑣀𑣑𑣉𑣄 𑣞𑣈𑣗𑣁 𑣘𑣁𑣆𑣒𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣁𑣏𑣃𑣆 𑣕𑣈𑣅𑣄 𑣖𑣈𑣞𑣂𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣗𑣈𑣗𑣁𑣜 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢮𑣁 𑣜𑣈𑣅𑣉 AI 𑣜𑣈 𑣁𑣄𑣈 𑣌𑣉𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣏𑣂 𑣈𑣒𑣌𑣁 𑣞𑣁𑣚𑣁 𑣏𑣁𑣘𑣂 𑣌𑣈𑣈𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣕𑣈𑣅𑣄 𑣞𑣈𑣅𑣀 𑣖𑣈𑣓𑣄, 𑣉𑣀𑣑𑣉𑣄 𑣁𑣗𑣃 𑣁𑣏𑣃𑣆 𑣕𑣈𑣅𑣄 𑣚𑣁𑣌𑣕𑣂 𑣔𑣉 𑣗𑣁𑣓𑣉𑣄𑣁.

𑢳𑣈𑣓 𑣜𑣈 𑣋𑣁𑣚𑣕𑣂 𑣌𑣉 𑣏𑣂 𑣋𑣉𑣛 𑣗𑣉𑣛 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣄 𑣗𑣉𑣜𑣉𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣌𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣓𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓 𑣕𑣈𑣅𑣄 𑣚𑣈𑣌𑣁𑣓 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣜𑣈 𑣎𑣉 𑣁𑣏𑣃 𑣔𑣁𑣆𑣅𑣄𑣉𑣁.

𑢳𑣁𑣄 𑣔𑣉 𑣓𑣁𑣖𑣁 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣌𑣉 𑣗𑣁𑣆 𑣗𑣂𑣜𑣂𑣔𑣈 𑣅𑣁𑣓𑣁 𑣎𑣈𑣖𑣉𑣓 5G 𑣓𑣈𑣒𑣉𑣁𑣜𑣌 𑣉𑣀𑣑𑣉𑣄 𑣆𑣖𑣒𑣁𑣜𑣓𑣈𑣒 , 𑣈𑣞𑣃 𑣙𑣉 𑣌𑣉 𑣞𑣃𑣌𑣃 𑣕𑣈 𑣚𑣈𑣌𑣁𑣓 𑣓𑣁𑣖𑣁 𑣓𑣁𑣖𑣁 𑣑𑣂𑣋𑣂𑣒𑣁𑣚 𑣆𑣓𑣘𑣙𑣜𑣁𑣞 𑣒𑣜𑣁𑣌𑣏𑣉𑣜 𑣌𑣉 𑣗𑣁𑣆𑣓 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣞𑣈𑣅𑣀 𑣙𑣈𑣌𑣁𑣜 𑣌𑣉 𑣌𑣃𑣖𑣗𑣃 𑣌𑣈𑣈 𑣜𑣈 𑣁𑣗𑣃𑣙𑣄𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣁𑣗𑣃𑣁 𑣞𑣈𑣗𑣁 𑣗𑣉𑣓𑣔 𑣜𑣈𑣓𑣁𑣄𑣉𑣁 𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣖𑣉 𑣜𑣈𑣅𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣅𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣗𑣃𑣙𑣄𑣁 𑣘𑣜𑣁𑣆𑣗𑣈𑣞𑣂 𑣞𑣂𑣌𑣃𑣜𑣂𑣒𑣂, 𑣉𑣀𑣑𑣉𑣄 𑣌𑣁𑣎𑣂 𑣕𑣈𑣅𑣄 𑣘𑣙𑣜𑣂𑣑𑣁𑣖 𑣓𑣈𑣅𑣁 𑣌𑣉 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣁𑣅 𑣕𑣈𑣅𑣄 𑣈𑣞𑣃 𑣚𑣁𑣌𑣕𑣂 𑣖𑣈𑣓𑣄𑣁.


Once upon a time, there was a young woman named Nandita who was born into a low caste.

She was treated poorly by her family and the other villagers, and she was not allowed to go to school or learn any skills.

One day, Nandita was walking through the forest when she came across a group of travelers.

The travelers were from a different caste, and they were kind and welcoming to Nandita.

They taught her how to read and write, and they helped her to find a job in the city.

Nandita was grateful to the travelers for helping her, and she vowed to use her new skills to help others.

She started a school for children from low castes, and she taught them about their rights and how to fight for equality.

Nandita's work made a difference in the lives of many people, and she helped to change the way that people thought about the caste system.

One day, Nandita was walking through the village when she saw a group of young boys harassing a girl from a low caste.

Nandita stood up to the boys and told them that their behavior was wrong.

The boys were surprised by Nandita's courage, and they backed down.

𑢶𑣂𑣝𑣁𑣔𑣉 𑢳𑣁𑣓𑣔𑣂𑣕𑣁 𑣓𑣃𑣕𑣃𑣖 𑣕𑣁𑣓𑣂𑣄 𑣖𑣂𑣅𑣑 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣖𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣀 𑣎𑣁𑣕𑣂 𑣜𑣈 𑣎𑣉𑣓𑣉𑣖 𑣚𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣄𑣈 𑣔𑣉 𑣈𑣞𑣃 𑣌𑣁 𑣒𑣂𑣆𑣌𑣂 𑣌𑣉 𑣗𑣈𑣗𑣁𑣜𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣁𑣅𑣄 𑣘𑣉𑣜𑣂𑣗𑣁𑣜 𑣏𑣂 𑣙𑣁𑣕𑣃 𑣞𑣁𑣆 𑣜𑣈𑣓 𑣙𑣉𑣌𑣉 𑣁𑣄𑣈 𑣔𑣉 𑣆𑣞𑣌𑣃𑣚 𑣎𑣁𑣌𑣈𑣑 𑣌𑣁𑣌𑣉 𑣞𑣈𑣓 𑣆𑣏𑣂𑣅𑣁𑣆 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣎𑣁𑣁 𑣓𑣁𑣄 𑣎𑣁𑣌𑣈𑣑 𑣌𑣁𑣌𑣉 𑣈𑣕𑣉 𑣆𑣏𑣂𑣅𑣁𑣆 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣓𑣉𑣓𑣔𑣂𑣕𑣁 𑣗𑣃𑣜𑣃 𑣗𑣂𑣕𑣁𑣜 𑣙𑣉𑣜𑣁𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣈𑣓 𑣙𑣉𑣜𑣁 𑣕𑣈𑣋𑣈 𑣖𑣂 𑣋𑣉𑣒 𑣙𑣉𑣌𑣉 𑣞𑣈𑣓𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢨𑣓 𑣙𑣉 𑣌𑣉𑣔𑣉 𑣌𑣂𑣚𑣂 𑣖𑣂𑣚𑣂 𑣎𑣁𑣕𑣂 𑣜𑣈𑣓 𑣙𑣉𑣌𑣉, 𑣈𑣞𑣃 𑣔𑣁𑣅𑣁 𑣕𑣁𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣁𑣌𑣉 𑣓𑣁𑣓𑣔𑣂𑣕𑣁 𑣌𑣉 𑣈𑣚𑣁 𑣔𑣁𑣜𑣉𑣖 𑣌𑣂𑣄𑣁.

𑢡𑣌𑣉 𑣓𑣉𑣓𑣔𑣂𑣕𑣁 𑣌𑣉 𑣉𑣚 𑣘𑣁𑣛𑣁𑣉 𑣌𑣉 𑣈𑣕𑣉 𑣌𑣂𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣙𑣉𑣜 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣓𑣉𑣌𑣜𑣉 𑣌𑣉 𑣓𑣁𑣖𑣁𑣑𑣂𑣄𑣁.

𑢳𑣉𑣓𑣔𑣂𑣕𑣁 𑣈𑣓 𑣙𑣉𑣌𑣉 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣕𑣈𑣑 𑣌𑣉𑣁 𑣉𑣀𑣑𑣉𑣄 𑣌𑣉𑣞𑣉𑣖𑣈 𑣎𑣉𑣖 𑣌𑣈𑣑𑣁𑣄 𑣏𑣂 𑣈𑣒𑣄 𑣙𑣉𑣌𑣉 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉𑣁 .

𑢡𑣄𑣈 𑣔𑣉 𑣞𑣂𑣒𑣂𑣁𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣖𑣂𑣑 𑣆𑣞𑣌𑣃𑣚𑣈𑣄 𑣗𑣁𑣆𑣌𑣈𑣑𑣁 𑣈𑣓𑣜𑣈 𑣙𑣃𑣛𑣂𑣀 𑣎𑣁𑣕𑣂 𑣜𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣘𑣁𑣛𑣁𑣉 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣈𑣓𑣌𑣉 𑣈𑣕𑣉 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣏𑣂𑣚𑣂𑣌𑣁𑣕𑣈 𑣁𑣌𑣉𑣙𑣄𑣁 𑣞𑣉𑣖𑣁𑣓𑣉𑣕𑣁 𑣁𑣔𑣙𑣂𑣌𑣁𑣜 𑣌𑣉 𑣁𑣖𑣈𑣅𑣁.

𑢳𑣉𑣓𑣔𑣂𑣕𑣁𑣄 𑣘𑣁𑣆𑣒𑣂 𑣈𑣞𑣃 𑣙𑣉 𑣌𑣉𑣙𑣄𑣁 𑣎𑣂𑣗𑣉𑣓𑣜𑣈 𑣈𑣞𑣃 𑣗𑣉𑣓𑣉𑣔𑣉𑣚𑣈𑣄 𑣁𑣋𑣃𑣚𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣎𑣁𑣕𑣂 𑣎𑣁𑣕𑣂 𑣜𑣈 𑣙𑣃𑣛𑣂𑣀 𑣖𑣜𑣀 𑣇𑣛𑣃𑣄 𑣕𑣁𑣆𑣌𑣈𑣓 𑣙𑣉𑣌𑣉𑣄 𑣖𑣂𑣑 𑣌𑣈𑣑 𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣙𑣁𑣕𑣃 𑣙𑣁𑣒𑣂𑣅𑣜𑣈 𑣞𑣈𑣓 𑣕𑣁𑣑 𑣔𑣂𑣘𑣚𑣀 𑣓𑣈𑣚 𑣌𑣈𑣑 𑣌𑣉𑣁 𑣏𑣂𑣖𑣂𑣓𑣀 𑣞𑣈𑣘𑣈𑣑 𑣌𑣉 𑣖𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣀 𑣎𑣁𑣕𑣂 𑣜𑣈𑣓 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣌𑣈 𑣈𑣞𑣃 𑣌𑣉 𑣌𑣁𑣎𑣂 𑣖𑣁𑣀𑣋𑣁𑣚𑣂𑣆 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 .

𑢳𑣉𑣓𑣔𑣂𑣕𑣁 𑣁𑣌𑣉 𑣞𑣁𑣖𑣀 𑣜𑣈 𑣕𑣂𑣊𑣋𑣃 𑣚𑣈𑣓𑣕𑣈 𑣖𑣈𑣕𑣁𑣑 𑣌𑣉𑣁 𑣏𑣂 𑣁𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣋𑣁𑣚𑣕𑣂 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁.

𑢳𑣉𑣓𑣔𑣉𑣕𑣁𑣄 𑣙𑣂𑣖𑣖𑣉𑣕 𑣓𑣈𑣚𑣌𑣁𑣕𑣈 𑣈𑣓 𑣞𑣈𑣘𑣈𑣑 𑣌𑣉 𑣇𑣞𑣁 𑣜𑣃𑣁 𑣚𑣈𑣓𑣁.


A seed is a small, dormant plant embryo that is capable of developing into a new plant under the right conditions.

When a seed sprouts, it begins to grow roots and shoots.

The roots anchor the plant in the soil and absorb water and nutrients from the ground.

The shoots grow upwards towards the sun, and the leaves begin to photosynthesize, producing food for the plant.

As the plant grows, it develops a stem, leaves, flowers, and fruit.

The flowers produce seeds, which are dispersed by wind, water, or animals.

When a seed lands in a suitable location, it can germinate and begin the process of growth all over again.

The process of seed germination is a marvel of nature.

It is a testament to the power of life and the resilience of the natural world.

When a seed sprouts, it is a sign of hope and new beginnings.

𑢮𑣁𑣀𑣔𑣉 𑣖𑣂𑣁𑣑 𑣙𑣃𑣛𑣂𑣀 𑣋𑣈𑣅𑣁, 𑣗𑣁𑣔𑣂 𑣔𑣜𑣃 𑣎𑣁𑣜𑣉𑣖 𑣚𑣈𑣌𑣏𑣂 𑣖𑣜𑣁𑣀 𑣔𑣜𑣃𑣄 𑣗𑣂 𑣔𑣂𑣅𑣁𑣗𑣃𑣋𑣂𑣓 𑣙𑣉𑣜𑣁𑣕𑣈.

𑢯𑣂𑣖𑣂𑣕𑣁 𑣎𑣁𑣀 𑣉𑣓𑣑𑣀𑣁, 𑣓𑣈𑣅𑣁 𑣜𑣈𑣑𑣌𑣉 𑣉𑣓𑣑𑣉𑣀𑣁 𑣉𑣓𑣑𑣉𑣄 𑣙𑣁𑣞𑣁𑣌𑣉.

𑢳𑣈𑣓 𑣜𑣈𑣑𑣌𑣉 𑣙𑣁𑣞𑣁 𑣗𑣂𑣕𑣜 𑣕𑣈 𑣗𑣉𑣚𑣉𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣔𑣁𑣄 𑣓𑣖𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉𑣖𑣁𑣄𑣌𑣉 𑣉𑣕𑣈 𑣗𑣂𑣕𑣜𑣈 𑣕𑣈.

𑢳𑣈𑣓 𑣖𑣉𑣈 𑣞𑣂𑣀𑣋𑣂𑣘𑣁 𑣏𑣈𑣕𑣓𑣕𑣈 𑣜𑣁𑣌𑣁𑣗𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣘𑣁𑣕𑣁𑣙 𑣌𑣉 𑣙𑣁𑣜𑣁𑣙 𑣕𑣈𑣅𑣁 𑣘𑣈𑣙 𑣓𑣖𑣈𑣅𑣁, 𑣘𑣁𑣕𑣁𑣙 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣎𑣉𑣖𑣁𑣙 𑣗𑣂𑣅𑣁.

𑢯𑣂𑣚𑣂𑣌𑣁 𑣙𑣃𑣛𑣂𑣀 𑣔𑣜𑣃𑣙𑣁𑣛𑣁𑣙𑣁, 𑣁𑣅𑣁𑣄 𑣌𑣉𑣕𑣉𑣌𑣉 𑣙𑣁𑣜𑣁𑣓𑣁, 𑣘𑣁𑣕𑣁𑣙𑣌𑣉, 𑣗𑣁𑣄𑣌𑣉, 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉.

𑢳𑣈𑣓 𑣗𑣁𑣙𑣌𑣉 𑣎𑣁𑣀 𑣗𑣂𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣙𑣉𑣅𑣉𑣕𑣈 𑣓𑣃𑣜𑣈𑣓𑣁, 𑣔𑣁𑣄, 𑣗𑣓𑣕𑣈𑣜 𑣎𑣂𑣗 𑣎𑣉𑣓𑣕𑣃 𑣌𑣉𑣕𑣈.

𑢯𑣂𑣖𑣂𑣕𑣁 𑣎?𑣐𑣂𑣁 𑣎𑣋𑣜𑣈 𑣎𑣁𑣀 𑣓𑣃𑣜𑣈𑣓𑣁, 𑣓𑣈𑣓𑣁 𑣉𑣖𑣉𑣓 𑣔𑣂𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣜𑣁 𑣘𑣃𑣜𑣂 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣞𑣁 𑣙𑣜𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣎𑣁𑣀 𑣉𑣖𑣉𑣓 𑣌𑣕𑣈 𑣙𑣁𑣜𑣁𑣓 𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣈𑣞𑣃 𑣗𑣂𑣏𑣂𑣒𑣜𑣉 𑣋𑣈𑣅𑣁.

𑢳𑣈𑣅𑣁 𑣖𑣂𑣁𑣑 𑣞𑣋𑣆 𑣎𑣂𑣗𑣉𑣓𑣜𑣈𑣅𑣁 𑣘𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣁𑣑 𑣓𑣈𑣓 𑣎𑣂𑣗 𑣎𑣉𑣋𑣉𑣕𑣜𑣈𑣅𑣁 𑣘𑣈𑣄 𑣕𑣓𑣁.

𑢯𑣂𑣖𑣂𑣕𑣁 𑣎𑣁?𑣀 𑣉𑣓𑣑𑣉𑣀𑣁, 𑣓𑣈𑣅𑣁 𑣓𑣈𑣚𑣉𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣖𑣁 𑣕𑣈𑣅𑣁 𑣈𑣅𑣉𑣗𑣉𑣄𑣁.


Grace: Can you tell me a little bit about its history?

Teacher: Of course. Tea originated in China, where it has been cultivated for over 5,000 years.

The first written record of tea dates back to the 3rd century BC, when it was mentioned in a Chinese medical text.

Tea was originally used as a medicinal herb, but it quickly became a popular drink among Chinese people of all social classes.

Grace: What about outside of China? When did tea start to spread to other parts of the world?

Teacher: Tea was first introduced to Europe in the 16th century by Portuguese traders.

It quickly became popular among European elites, and by the 18th century, tea had become a staple of British culture.

In the 19th century, tea was also introduced to North America, where it became a popular drink among both colonists and Native Americans.

Grace: That's really interesting.I never knew that tea had such a long history.

Teacher: It's a fascinating story, and it's one that's still being written today.

𑢫𑣜𑣈𑣞 𑣓𑣈𑣅𑣁 𑣏𑣁𑣙 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣎𑣉𑣌𑣉𑣈 𑣚𑣈𑣌𑣁𑣓 𑣆𑣕𑣂𑣙𑣁𑣞 𑣗𑣈𑣓 𑣌𑣁𑣎𑣂 𑣔𑣁𑣆 𑣏𑣂 ?

𑢫𑣃𑣜𑣃: 𑣈𑣅𑣁; 𑢯𑣁𑣙 𑣔𑣉 𑣏𑣂𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣈𑣒𑣈𑣄 𑣚𑣈𑣓𑣁 5000 𑣞𑣂𑣜𑣖𑣁 𑣁𑣅𑣁𑣜 𑣜𑣈 𑣈𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣏𑣁𑣙 𑣌𑣉 𑣏𑣁𑣝𑣉𑣅 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢯𑣁𑣙 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣉𑣚 𑣚𑣈𑣓 𑣖𑣁𑣀 𑣜𑣈𑣌𑣉𑣑 𑣔𑣉 3 𑣞𑣈𑣏𑣂𑣇𑣜𑣂 BC 𑣕𑣈 𑣏𑣁𑣓𑣁𑣗 𑣜𑣃𑣁𑣅𑣁𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣀 𑣈𑣓𑣁𑣔𑣉 𑣖𑣂𑣅𑣑 𑣏𑣂𑣓 𑣖𑣈𑣑𑣂𑣌𑣁𑣚 𑣒𑣈𑣞𑣒 𑣜𑣈 𑣉𑣚 𑣚𑣈𑣓𑣁.

𑢯𑣁𑣙 𑣔𑣉 𑣞𑣂𑣔𑣁𑣔𑣉 𑣜𑣈𑣑 𑣜𑣁𑣓𑣃 𑣚𑣈𑣌𑣁𑣕𑣈 𑣗𑣈𑣗𑣁𑣜𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣈𑣞𑣃 𑣁𑣍𑣁𑣕𑣈 𑣈𑣓𑣁𑣔𑣉 𑣏𑣂𑣓 𑣙𑣉𑣌𑣉 𑣕𑣁𑣚𑣁𑣖𑣁𑣚𑣁𑣜𑣈 𑣓𑣃𑣇𑣆 𑣕𑣈𑣅𑣄 𑣎𑣂𑣓𑣂𑣝𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣏𑣉𑣚𑣉𑣓 𑣗𑣁𑣆𑣎𑣁𑣓𑣁.

𑢫𑣜𑣈𑣞: 𑢨𑣒𑣁𑣄 𑣔𑣂𑣝𑣃𑣖 𑣌𑣉𑣜𑣈𑣔𑣉 𑣕𑣉𑣜𑣀 𑣏𑣂𑣚𑣂𑣌𑣁𑣕𑣈 𑣓𑣂𑣕𑣂𑣜𑣈𑣓𑣁 .

𑢫𑣃𑣜𑣃: 𑢯𑣁 𑣔𑣉 16 𑣞𑣈𑣓𑣏𑣂𑣇𑣜𑣂 𑣜𑣈 𑣘𑣉𑣜𑣕𑣃𑣋𑣂𑣎 𑣗𑣈𑣘𑣁𑣜𑣂 𑣌𑣉 𑣘𑣁𑣁𑣅𑣕𑣈 𑣆𑣇𑣜𑣉𑣘 𑣜𑣈 𑣓𑣂𑣕𑣂𑣜𑣈 𑣅𑣁𑣓𑣁.

𑢨𑣞𑣃 𑣁𑣍𑣁𑣕𑣈 𑣈𑣓𑣁𑣔𑣉 𑣆𑣇𑣜𑣉𑣘 𑣜𑣈𑣓 𑣓𑣁𑣆𑣌𑣂 𑣙𑣉 𑣌𑣉𑣙𑣄𑣁 𑣘𑣉𑣞𑣉𑣓𑣔 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 18 𑣞𑣈𑣓𑣏𑣂𑣇𑣜𑣂 𑣕𑣈 𑣏𑣁𑣅 𑣔𑣉 𑣗𑣜𑣂𑣒𑣂𑣞 𑣕𑣃𑣜𑣕𑣃𑣀 𑣜𑣈𑣅𑣄 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣓𑣃𑣇𑣆 𑣕𑣈𑣅𑣄 𑣖𑣈𑣓𑣕𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣙𑣉𑣗𑣁 𑣞𑣈𑣌𑣁 𑣚𑣈𑣓𑣁.

19 𑣞𑣈𑣓𑣏𑣂𑣇𑣜𑣂 𑣜𑣈 𑣇𑣕𑣕𑣉𑣜 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣜𑣈 𑣏𑣁𑣅 𑣔𑣉 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣅𑣁𑣓 𑣓𑣃𑣇𑣆 𑣕𑣈𑣅𑣄 𑣖𑣈𑣓𑣕𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑢫𑣜𑣈𑣞: 𑢾𑣁𑣜𑣂𑣕𑣈 𑣋𑣈 𑣓𑣈𑣅𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣜𑣈𑣅𑣄 𑣌𑣁𑣎𑣂𑣋𑣈 𑣕𑣁𑣓𑣁, 𑣏𑣁𑣅 𑣜𑣈𑣅𑣄 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣆𑣕𑣂𑣙𑣁𑣞 𑣖𑣈𑣓𑣄 𑣖𑣈𑣓𑣕𑣈 𑣔𑣉 𑣌𑣁𑣍 𑣈𑣕𑣉 𑣚𑣈𑣑𑣁.

𑢫𑣃𑣜: 𑢳𑣈𑣅𑣁𑣔𑣉 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣅𑣓 𑣌𑣁𑣙𑣁𑣓𑣂 𑣕𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣄 𑣔𑣉 𑣓𑣁𑣄 𑣁𑣉𑣌𑣉 𑣉𑣚𑣈 𑣕𑣁𑣓𑣁.


Dentist: Let me take a look. [Examines the patient's teeth.] Hmm, it looks like you have a cavity.

I'm going to need to drill out the decay and fill the hole.

Dentist: It might be a little uncomfortable, but I'll do my best to make it as painless as possible.

Dentist: (gives the patient a local anesthetic) Okay, this will numb the area so you won't feel anything.

Dentist: (drills out the decay and fills the hole) All done!

Patient: Thank you, doctor. That wasn't so bad.

Dentist: You're welcome. Just be sure to brush and floss regularly to prevent future cavities.

Patient: I will Dentist: (hands the patient a list of instructions) Here are some instructions on how to care for your new filling.

𑢴𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜: 𑢡𑣍 𑣓𑣈𑣚 𑣆𑣏𑣂𑣍 𑣖𑣈. (𑢼𑣉𑣋𑣁𑣙 𑣌𑣓 𑣙𑣉𑣉'𑣄 𑣎𑣁𑣀𑣏𑣉 𑣕𑣓𑣁) 𑢹𑣉𑣀, 𑣈𑣓𑣌𑣁 𑣁𑣒𑣌𑣜𑣉𑣄 𑣕𑣓𑣁 𑣏𑣂 𑢶'𑣄 𑣔𑣒𑣁 𑣜𑣈 𑣌𑣈𑣗𑣂𑣒𑣂𑣅𑣁 𑣌𑣓𑣁.

𑢡𑣍 𑣌𑣈 𑣞𑣉𑣅𑣁 𑣌𑣓𑣄 𑣉𑣛𑣉𑣄 𑣇𑣓𑣑𑣃𑣁 𑣌𑣓𑣄 𑣘𑣈𑣜𑣈𑣄 𑣚𑣋𑣁𑣕𑣂𑣊𑣁.

𑢼𑣉𑣋𑣁𑣙 𑣌𑣂𑣓𑣂𑣄 : 𑢹𑣁𑣞𑣃𑣁 𑣏𑣂 𑣏𑣈𑣓𑣄?

𑢴𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜: 𑢳𑣈𑣅𑣁 𑣎𑣉𑣌𑣁 𑣉𑣞𑣃𑣗𑣂𑣔𑣁 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄, 𑣈𑣖𑣓𑣔𑣉 𑣁𑣍 𑣏𑣈𑣝𑣒𑣁 𑣅𑣍 𑣏𑣂 𑣓𑣈𑣅𑣁 𑣘𑣃𑣜𑣄 𑣓𑣉𑣄 𑣙𑣁𑣞𑣃 𑣌𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢴𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜 : (𑢼𑣉𑣋𑣁 𑣕𑣂𑣓𑣂𑣄 𑣌𑣈 𑣈𑣓𑣕𑣄 𑣜𑣈 𑣌𑣁 𑣙𑣁𑣁𑣞𑣃 𑣕𑣈𑣅𑣄 𑣈𑣖𑣁𑣆𑣅𑣁) 𑢲𑣂𑣆𑣌 𑣋𑣈𑣅𑣁, 𑣓𑣈𑣅𑣁 𑣈𑣓 𑣒𑣅𑣑𑣈𑣄 𑣜𑣃𑣀𑣆𑣄 𑣌𑣁 𑣙𑣁𑣞𑣃𑣖 𑣏𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢴𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜: (𑢾𑣉𑣅𑣁 𑣌𑣓 𑣕𑣈𑣅𑣄 𑣑𑣂𑣜𑣂𑣚 𑣌𑣈𑣙𑣕𑣈𑣄 𑣉𑣑𑣊𑣈𑣅𑣄 𑣉𑣛𑣉𑣄 𑣇𑣓𑣑𑣉𑣄 𑣘𑣈𑣜𑣈𑣄 𑣕𑣁) 𑢹𑣉𑣗𑣁 𑣅𑣓𑣁!

𑢼𑣉𑣋𑣁 𑣓𑣂𑣄: 𑢷𑣂𑣕𑣂𑣅𑣖 𑣑𑣁𑣌𑣑𑣉𑣜. 𑢦𑣖𑣂𑣓 𑣗𑣉𑣜𑣉 𑣋𑣈𑣔𑣉 𑣌𑣁 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢴𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜: 𑢡𑣗𑣈𑣓𑣄 𑣈𑣚𑣁𑣔𑣁𑣙𑣜𑣁 𑣋𑣈. 𑢮𑣁 𑣏𑣃𑣆𑣚𑣁 𑣌𑣈𑣗𑣂𑣒𑣂𑣁𑣅 𑣕𑣈 𑣗𑣓𑣏𑣁𑣉𑣓 𑣚𑣋𑣂𑣑 𑣞𑣁𑣜𑣂𑣕𑣈 𑣎𑣁𑣉𑣋𑣈 𑣗𑣜𑣁𑣞 𑣉𑣓𑣑𑣉𑣄 𑣘𑣙𑣁𑣚𑣞𑣈𑣗𑣈𑣓.

𑢼𑣉𑣋𑣁 𑣓𑣂𑣄: 𑢡𑣍 𑣔𑣁𑣒𑣁 𑣜𑣈𑣓 𑣑𑣁𑣌𑣑𑣉𑣜 𑣕𑣄 𑣜𑣈𑣍 𑣓𑣈𑣚 𑣆𑣏𑣂𑣓𑣁. (𑢼𑣉𑣋𑣁 𑣌𑣂𑣓𑣂𑣄 𑣌𑣈 𑣆𑣓𑣂𑣊𑣋𑣃𑣚 𑣜𑣈𑣅𑣄 𑣞𑣃𑣏𑣂𑣄 𑣈𑣖𑣁𑣆𑣅𑣁) 𑢳𑣈𑣓 𑣜𑣈 𑣁𑣗𑣈𑣓𑣄 𑣓𑣖𑣁 𑣘𑣈𑣜𑣈𑣅𑣁 𑣌𑣓 𑣔𑣒𑣁 𑣙𑣉𑣜𑣉-𑣎𑣉𑣕𑣉𑣓 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣆𑣓𑣂𑣊𑣋𑣃𑣚 𑣌𑣉 𑣈𑣖𑣁 𑣌𑣓𑣁.

𑢼𑣉𑣋𑣁 𑣌𑣂𑣓𑣂𑣄 : 𑢷𑣂𑣕𑣂𑣅𑣖.


Translation has many benefits, including increasing the relative value of content, improving accessibility, and opening up new markets.

When content is translated, it becomes accessible to a wider audience, which can lead to increased sales and profits.

In addition, translation can help to build relationships with customers in other countries and cultures.

By displaying content in multiple languages, businesses can show that they are committed to reaching a global audience.

This can help to build trust and credibility with potential customers.

Here are some specific examples of how translation has benefited businesses: * A small business that sells handmade jewelry translated its website into Spanish, French, and German.

As a result, it saw a significant increase in sales from international customers * A large corporation that manufactures medical devices translated its product manuals into multiple languages.

This helped to ensure that doctors and nurses in other countries could use the devices safely and effectively * A nonprofit organization that provides humanitarian aid translated its brochures and websites into dozens of languages.

This helped to reach people in need who would not have otherwise been able to access the organization's resources.

Translation is a powerful tool that can help businesses to grow and succeed.

𑢷𑣙𑣁𑣞𑣁 𑣗𑣉𑣔𑣉𑣚 𑣜𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙𑣓 𑣚𑣁𑣗 𑣖𑣈𑣓𑣁 𑣏𑣂𑣌𑣈 𑣏𑣂 𑣎𑣂𑣓𑣞𑣉 𑣜𑣈𑣅𑣁 𑣖𑣁𑣓𑣈, 𑣘𑣃𑣜𑣈𑣙 𑣙𑣉 𑣌𑣉 𑣕𑣁 𑣗𑣈𑣒𑣁 𑣔𑣁𑣆𑣓𑣈, 𑣁𑣜 𑣈𑣓𑣁 𑣚𑣉 𑣕𑣈 𑣓𑣁𑣖𑣁 𑣗𑣁𑣎𑣁𑣜 𑣗𑣃 𑣗𑣁𑣆 𑣔𑣁𑣂𑣅𑣈.

𑢯𑣂𑣖𑣕𑣈 𑣖𑣂𑣑𑣉 𑣎𑣂𑣓𑣞𑣉 𑣜𑣈𑣅 𑣗𑣙𑣁𑣞𑣁 𑣗𑣉𑣔𑣉𑣚𑣉𑣁 𑣆𑣖𑣕𑣈 𑣈𑣓𑣁 𑣘𑣁𑣑𑣁𑣉 𑣚𑣁𑣋𑣈 𑣑𑣙𑣉 𑣌𑣉 𑣞𑣁𑣓𑣋𑣈𑣉𑣁 𑣌𑣉 𑣁𑣜 𑣁𑣅𑣁 𑣁𑣌𑣁𑣂𑣊 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣚𑣉 𑣕𑣈 𑣞𑣁𑣗𑣂𑣓 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈𑣓 𑣙𑣉 𑣚𑣉 𑣁𑣗𑣃𑣁 𑣞𑣉𑣖𑣎𑣁𑣉 𑣞𑣉𑣘𑣉𑣖𑣎𑣁𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣕𑣈 𑣗𑣁𑣑𑣁𑣉 𑣓𑣁.

𑢾𑣁𑣗𑣂𑣓 𑣗𑣙𑣁𑣞𑣁 𑣚𑣈 𑣉𑣚𑣁 𑣌𑣁𑣓 𑣜𑣈 𑣈𑣞𑣓𑣁 𑣜𑣈𑣅𑣁 𑣌𑣂𑣜𑣂𑣓 𑣁𑣌𑣁𑣜𑣂𑣊 𑣋𑣉𑣒𑣁 𑣔𑣂𑣞𑣃𑣖 𑣕𑣈 𑣗𑣈𑣒𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣞𑣁𑣗𑣈𑣓 𑣚𑣈𑣌𑣁𑣓 𑣙𑣉 𑣌𑣉 𑣚𑣉 𑣞𑣉𑣖𑣎𑣁𑣉 𑣞𑣉𑣘𑣉𑣖𑣎𑣁𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣕𑣁 𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣌𑣁𑣎𑣂 𑣖𑣈𑣓𑣁 𑣎𑣈 𑣏𑣂𑣚𑣌𑣈 𑣗𑣙𑣁𑣞𑣁 𑣗𑣉𑣔𑣉𑣚 𑣅𑣁𑣓 𑣜𑣈 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣚𑣁𑣗𑣉 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁. 𑣖𑣂𑣓𑣑𑣉 𑣙𑣃𑣑𑣂𑣋 𑣌𑣁𑣜𑣗𑣁𑣜𑣂 𑣅𑣈 𑣋𑣉𑣙𑣉𑣛𑣁 𑣌𑣁𑣜𑣗𑣁𑣜 𑣗𑣙𑣁𑣞𑣁 𑣌𑣈 𑢨𑣞𑣘𑣁𑣓𑣂𑣞, 𑢸𑣙𑣜𑣈𑣓𑣏 𑣁𑣜 𑢮𑣈𑣜𑣖𑣁𑣓 𑣕𑣈 𑣗𑣉𑣔𑣉𑣚 𑣌𑣈𑣑𑣁.

𑢨𑣓𑣁 𑣜𑣈𑣅𑣁 𑣚𑣁𑣗𑣉 𑣈𑣓𑣁 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣎𑣈 𑣌𑣈𑣑𑣈 𑣁𑣌𑣁𑣜𑣂𑣓𑣋 𑣗𑣁𑣑𑣁𑣉 𑣅𑣁𑣓𑣁 𑣋𑣉𑣒𑣁 𑣔𑣃𑣓𑣂𑣅𑣈 𑣜𑣈𑣓 𑣙𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑. 𑢨𑣞𑣃 𑣖𑣁𑣜𑣁𑣊 𑣖𑣈𑣑𑣂𑣌𑣚 𑣎𑣉𑣓𑣕𑣉𑣜𑣉 𑣗𑣁𑣆 𑣓𑣂 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣗𑣙𑣁𑣞𑣁 𑣕𑣈 𑣈𑣓𑣁 𑣏𑣁𑣚𑣃𑣆 𑣕𑣈𑣅𑣁 𑣉𑣚𑣌𑣈𑣑𑣁.

𑢳𑣈𑣓𑣁 𑣆‍𑣅 𑣑𑣉𑣌𑣒𑣜 𑣁𑣜 𑣓𑣜𑣞 𑣌𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣈𑣊𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣎𑣁 𑣗𑣁𑣗 𑣜𑣈 𑣏𑣂 𑣗𑣁𑣑𑣂𑣅𑣈 𑣕𑣈 𑣁𑣌𑣉 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣔𑣁𑣆𑣅𑣈 𑣕𑣁𑣓𑣁. 𑢶𑣂𑣑𑣉 𑣗𑣂𑣓𑣁 𑣚𑣁𑣗𑣉 𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓 𑣞𑣉𑣓𑣞𑣕𑣁 𑣓𑣈𑣓𑣁 𑣌𑣉 𑣞𑣁𑣗𑣂𑣓 𑣚𑣈𑣌𑣁𑣓 𑣗𑣙𑣁𑣞𑣁 𑣕𑣈 𑣉𑣚𑣌 𑣁𑣕𑣈 𑣋𑣉𑣒𑣁 𑣔𑣃𑣓𑣂𑣅𑣈𑣜 𑣈𑣌𑣉𑣔 𑣈𑣓𑣋𑣁 𑣌𑣉 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣌𑣁 𑣚𑣁𑣗𑣉 𑣇𑣁𑣚𑣁 𑣌𑣉𑣁 𑣗𑣙𑣁𑣞𑣁 𑣗𑣉𑣔𑣉𑣚𑣁 𑣌𑣁𑣓 𑣘𑣃𑣕𑣂 𑣕𑣈 𑣁𑣗𑣃 𑣗𑣃 𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣈 𑣎𑣁𑣅𑣈 𑣕𑣁 𑣜𑣈 𑣏𑣂 𑣁𑣓𑣑𑣉 𑣈𑣒𑣁 𑣞𑣃𑣗𑣂𑣑𑣁 𑣌𑣉 𑣗𑣁𑣓𑣉𑣁.

𑢷𑣙𑣁𑣞𑣁 𑣗𑣉𑣔𑣉𑣚 𑣌𑣁𑣕𑣈 𑣉𑣚 𑣘𑣁𑣆𑣒𑣂 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣌𑣁𑣜𑣗𑣁𑣜 𑣜𑣈 𑣚𑣁𑣗𑣙𑣃𑣎𑣃𑣁.


Work is worship is a principle that states that all work, no matter how menial or insignificant it may seem, is sacred.

It is a belief that every task we perform, from cooking dinner for our children to cleaning the house, is an opportunity to honor God and our fellow man.

When we work with this mindset, we approach our tasks with a sense of reverence and respect.

We take pride in our work and do our best to do it well.

We also become more mindful of the people who will benefit from our work, and we are more likely to go the extra mile to make sure that it is done well.

Working as worship can also help us to connect with our families and communities.

When we cook dinner for our children, we are not only providing them with nourishment, but we are also spending time with them and teaching them about the importance of food and family.

When we clean the house, we are not only making our living space more comfortable, but we are also creating a sense of order and peace.

Work is worship is a powerful principle that can transform our lives and our relationships.

When we work with this mindset, we can find meaning and purpose in even the most mundane tasks.

𑢾𑣗𑣈𑣓 𑣘𑣆𑣒𑣂 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣋𑣈 𑣗𑣉𑣊𑣋𑣁 𑣞𑣈𑣗𑣁 𑣖𑣈𑣓𑣕𑣈 𑣖𑣂𑣑𑣉𑣙 𑣓𑣂𑣅𑣉𑣖 𑣌𑣉 𑣌𑣎𑣂𑣅𑣁 𑣌𑣑𑣁, 𑣎𑣁𑣓 𑣌𑣎𑣂 𑣗𑣁𑣓𑣉𑣄𑣁 𑣏𑣂𑣖𑣂𑣓 𑣖𑣈𑣓𑣂𑣁𑣚 𑣁𑣜 𑣓𑣈𑣅𑣁 𑣏𑣂𑣖𑣂𑣓 𑣓𑣃𑣕𑣃𑣖𑣈𑣓 𑣚𑣈𑣌𑣁 𑣁𑣒𑣌𑣁𑣜𑣉𑣄𑣁, 𑣈𑣓𑣁 𑣗𑣉𑣜𑣉𑣁𑣓 𑣋𑣈.

𑢳𑣈𑣅𑣁 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣗𑣂𑣞𑣉𑣁𑣞 𑣋𑣈 𑣈𑣓𑣁 𑣁𑣗𑣃 𑣞𑣗𑣈𑣓 𑣘𑣆𑣒𑣂 𑣁𑣗𑣃 𑣗𑣃 𑣘𑣆𑣒𑣂𑣅𑣁,𑣁𑣗𑣃𑣁𑣄 𑣙𑣉𑣓 𑣋𑣁𑣐𑣁 𑣌𑣉 𑣓𑣂𑣔𑣈 𑣖𑣓𑣑𑣂 𑣇𑣕𑣃 𑣆𑣞𑣂𑣓 𑣕𑣄𑣅𑣕𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣙 𑣕𑣈 𑣉𑣁𑣄 𑣔𑣃𑣁𑣜 𑣞𑣘𑣁, 𑣓𑣈𑣅𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣕𑣁𑣙𑣌𑣉 𑣕𑣓𑣁 𑣏𑣂 𑣞𑣂𑣊 𑣗𑣉𑣊𑣋𑣁 𑣗𑣃 𑣖𑣓𑣕𑣂𑣊𑣆 𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃𑣁𑣄 𑣎𑣃𑣛𑣂𑣓 𑣕𑣈𑣅𑣁𑣄.

𑢯𑣂𑣖𑣂𑣕𑣀 𑣁𑣗𑣃 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣞𑣉𑣖𑣉𑣅 𑣌𑣉𑣜𑣈 𑣗𑣃 𑣘𑣁𑣆𑣒𑣂𑣁, 𑣁𑣗𑣃 𑣁𑣗𑣃𑣙𑣄𑣁 𑣘𑣒𑣂 𑣌𑣉𑣔𑣉 𑣖𑣁𑣁𑣓 𑣉𑣀𑣑𑣉𑣄 𑣉𑣘𑣖𑣁𑣓 𑣞𑣁𑣗𑣂𑣓 𑣇𑣛𑣃𑣄 𑣗𑣃 𑣖𑣂𑣑𑣈 𑣕𑣈𑣅𑣁.

𑢡𑣗𑣃 𑣁𑣗𑣃𑣙𑣄𑣁 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣋𑣉𑣜𑣉𑣗 𑣋𑣈𑣗𑣃 𑣁𑣔𑣁𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁 𑣗𑣃 𑣗𑣁𑣐𑣂𑣅𑣁𑣅 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣗𑣃 𑣏𑣈𑣝𑣒𑣁𑣅𑣁.

𑢡𑣗𑣃𑣉𑣋𑣈 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉 𑣌𑣉 𑣚𑣋𑣈𑣑 𑣙𑣃𑣞𑣂𑣅𑣁𑣜 𑣗𑣃 𑣗𑣆 𑣔𑣆𑣅𑣉𑣄𑣁 𑣎𑣆𑣄 𑣖𑣓𑣌𑣉 𑣁𑣗𑣃𑣁𑣄 𑣘𑣆𑣒𑣂 𑣕𑣈 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣓𑣖𑣁 𑣌𑣑𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃 𑣗𑣐𑣂𑣅𑣈 𑣕𑣈 𑣁𑣅𑣜 𑣘𑣁𑣙 𑣚𑣓𑣁𑣄 𑣕𑣈 𑣗𑣃 𑣞𑣈𑣓 𑣔𑣆𑣅𑣈𑣄 𑣁𑣗𑣃 𑣒𑣇𑣌𑣈 𑣌𑣕𑣈 𑣘𑣆𑣒𑣂 𑣚𑣈𑣙 𑣈𑣓𑣁𑣊 𑣗𑣃𑣋𑣂𑣓𑣉𑣄𑣁.

𑢸𑣃𑣜𑣁 𑣗𑣂𑣝𑣙𑣄𑣁𑣞 𑣕𑣈𑣗𑣃 𑣘𑣁𑣆𑣒𑣂𑣅𑣁 𑣁𑣗𑣃 𑣘𑣉𑣜𑣂𑣗𑣁𑣜 𑣉𑣀𑣑𑣉𑣄 𑣙𑣁𑣋𑣁 𑣌𑣂𑣚𑣂 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣎𑣉𑣑𑣁𑣉 𑣕𑣈𑣅𑣁𑣄 𑣔𑣈𑣊𑣋𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢮𑣙 𑣏𑣂𑣖𑣂𑣕𑣈 𑣁𑣗𑣃 𑣁𑣗𑣃𑣁𑣄 𑣙𑣉𑣓-𑣋𑣐𑣁𑣌𑣉 𑣚𑣋𑣈𑣑 𑣎𑣉𑣖𑣁𑣄 𑣓𑣃𑣇𑣁𑣄 𑣗𑣃 𑣆𑣞𑣂𑣓𑣈 𑣕𑣓𑣁, 𑣁𑣗𑣃 𑣞𑣃𑣖𑣊 𑣁𑣌𑣉 𑣚𑣋𑣈𑣑 𑣋𑣈 𑣗𑣃𑣋𑣂𑣓 𑣎𑣉𑣖𑣁𑣄 𑣓𑣃𑣇𑣁𑣄 𑣗𑣃 𑣈𑣖𑣁 𑣌𑣉 𑣕𑣓𑣁, 𑣈𑣓 𑣌𑣎𑣂 𑣔𑣉 𑣗𑣁𑣓𑣉, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣃𑣉𑣋𑣈 𑣁𑣌𑣉 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣞𑣖𑣁𑣅 𑣗𑣃 𑣗𑣂𑣕𑣈𑣉𑣅 𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣕𑣉 𑣌𑣉 𑣕𑣓𑣁𑣗𑣃 𑣎𑣉𑣖𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣘𑣜𑣂𑣗𑣁𑣜 𑣜𑣈𑣅𑣁𑣄 𑣈𑣞𑣃𑣋𑣈 𑣔𑣉𑣜𑣌𑣁𑣜 𑣎𑣋𑣁𑣜 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈.

𑢮𑣙 𑣏𑣂𑣖𑣂𑣕𑣈 𑣁𑣗𑣃 𑣉𑣁𑣄 𑣔𑣃𑣁𑣜 𑣗𑣃 𑣞𑣘𑣁 𑣕𑣓𑣁, 𑣁𑣗𑣃 𑣈𑣓𑣁 𑣞𑣃𑣖𑣊 𑣔𑣉 𑣗𑣁𑣓𑣉 𑣎𑣈 𑣁𑣗𑣃𑣁𑣄 𑣕𑣆𑣓 𑣎𑣋𑣁𑣙 𑣋𑣈 𑣗𑣃𑣋𑣂𑣕𑣈𑣗𑣃 𑣞𑣎𑣁𑣉 𑣜𑣂𑣌𑣈 𑣕𑣓𑣁 𑣖𑣈𑣓𑣕𑣈, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣃 𑣈𑣓𑣁𑣉𑣗𑣃 𑣗𑣆 𑣕𑣓𑣁 𑣏𑣂 𑣏𑣂𑣌𑣈𑣕𑣈 𑣗𑣃𑣋𑣂𑣗𑣃 𑣏𑣈𑣕𑣁𑣉𑣄𑣁 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣁𑣔𑣈𑣝 𑣗𑣃 𑣈𑣖𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣝𑣁𑣓𑣕𑣂 𑣜𑣈𑣗𑣃 𑣕𑣆𑣓𑣈.

𑢸𑣁𑣆𑣒𑣂 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣞𑣈𑣗𑣁 𑣝𑣁𑣛𑣁 𑣕𑣁𑣓𑣁 𑣖𑣂𑣅𑣑 𑣘𑣈𑣄𑣈 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣁𑣗𑣃𑣙𑣄𑣁 𑣎𑣂𑣗𑣉𑣓 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣖𑣘𑣉𑣜𑣌𑣉 𑣜𑣈 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣁𑣋𑣃𑣆𑣅𑣁.

𑢯𑣂𑣖𑣂𑣕𑣈 𑣁𑣗𑣃 𑣓𑣈𑣌𑣁 𑣁𑣗𑣃𑣁𑣄 𑣖𑣉𑣓 𑣈𑣖 𑣌𑣁𑣕𑣈 𑣗𑣃 𑣘𑣆𑣒𑣂 𑣕𑣓𑣁, 𑣁𑣗𑣃 𑣖𑣓𑣌𑣉 𑣗𑣃 𑣓𑣖 𑣔𑣆 𑣕𑣓𑣁 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣉𑣜𑣕𑣉 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁𑣜𑣉𑣓 𑣈𑣓 𑣜𑣈 𑣖𑣂𑣑𑣋𑣁𑣓 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣞𑣗𑣈𑣓 𑣔𑣂𑣓𑣈𑣄 𑣘𑣆𑣒𑣂 𑣗𑣃 𑣓𑣖𑣈 𑣕𑣓𑣁.


Action films have undergone a major transformation in recent years.

Gone are the days of simple, one-dimensional heroes and villains.

Today's action films are more complex, with characters who undergo significant transformations over the course of the film.

This transformation is often a reflection of the film's themes, which can range from the importance of family to the power of love.

Several recent action films have featured this type of transformation.

In the film "The Batman," for example, the title character goes from being a vengeful vigilante to a symbol of hope for the city of Gotham.

In "Black Panther," T'Challa must learn to embrace his role as king of Wakanda, even though it means giving up some of his personal freedoms.

And in "Captain Marvel," Carol Danvers must learn to control her powers and use them for good.

These films show that action films can be more than just mindless violence.

They can also be used to explore complex themes and characters.

𑢡𑣌𑣞𑣉𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣜𑣈 𑣓𑣈𑣓 𑣏𑣂𑣖𑣂𑣓𑣀 𑣞𑣂𑣜𑣖𑣁𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁.

𑢾𑣈𑣓𑣉𑣄𑣅𑣁𑣓 𑣕𑣈𑣅𑣄 𑣌𑣉𑣜𑣈𑣔𑣉 𑣈𑣞𑣃 𑣞𑣁𑣔𑣙𑣁𑣜𑣉𑣓 𑣋𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣖𑣂𑣑 𑣚𑣈𑣌𑣁𑣓 𑣙𑣂𑣜𑣉 𑣌𑣉 𑣉𑣀𑣑𑣉 𑣗𑣙𑣂𑣚𑣂𑣅𑣓 𑣌𑣉.

𑢳𑣁𑣄 𑣋𑣁𑣘𑣁 𑣔𑣉 𑣁𑣌𑣞𑣉𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣎𑣉𑣒𑣂𑣚 𑣋𑣈 𑣗𑣁𑣆𑣎𑣁𑣓𑣁 𑣗𑣉𑣔𑣉𑣚 𑣕𑣁𑣓 𑣞𑣉𑣖𑣉𑣅 𑣚𑣉𑣄 𑣕𑣈 𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣏𑣉𑣂𑣕𑣜𑣉 𑣌𑣉𑣅𑣉 𑣗𑣉𑣔𑣉𑣚 𑣎𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣔𑣉 𑣘𑣙𑣂𑣚𑣂𑣖 𑣜𑣈𑣄 𑣞𑣁𑣜 𑣎𑣁𑣋𑣁𑣜 𑣌𑣉 𑣚𑣈𑣌𑣁𑣕𑣈 𑣘𑣉𑣜𑣂𑣗𑣁𑣜 𑣜𑣈𑣅𑣄 𑣘𑣈𑣜𑣈𑣖 𑣖𑣃𑣚𑣂𑣕𑣈 𑣗𑣉𑣔𑣉𑣚𑣈𑣓 𑣎𑣁𑣓𑣁.

𑢳𑣁𑣄 𑣋𑣁𑣘𑣁 𑣈𑣞𑣃 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣜𑣈𑣅𑣁𑣄 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉 𑣙𑣉𑣗𑣁𑣌𑣁𑣓𑣁.

𑢮𑣈𑣖𑣉𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 '𑣔𑣁 𑣗𑣈𑣒 𑣖𑣈𑣓' 𑣒𑣁𑣆𑣒𑣈𑣚 𑣏𑣉𑣜𑣂𑣏𑣜𑣉 𑣔𑣉 𑣘𑣜𑣉𑣕𑣂𑣝𑣉𑣔 𑣂𑣑𑣈 𑣕𑣁𑣓𑣂𑣄 𑣕𑣈 𑣋𑣉𑣕𑣙𑣁𑣖 𑣞𑣉𑣙𑣉𑣜 𑣜𑣈𑣅𑣁 𑣁𑣝𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣏𑣂𑣓𑣁 𑣝𑣃𑣖𑣀 𑣋𑣈 𑣕𑣁𑣆𑣓 𑣎𑣁𑣓𑣁.

𑢷𑣚𑣁𑣌 𑣘𑣁𑣓𑣕𑣙𑣈𑣜 𑣜𑣈𑣔𑣉 𑢲𑣂 𑣏𑣁𑣚𑣁 𑣉𑣁𑣌𑣁𑣑𑣁 𑣜𑣈𑣓 𑣜𑣁𑣎𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣙𑣁𑣖𑣗𑣃𑣑𑣂𑣆 𑣕𑣈𑣅𑣁𑣄 𑣈𑣕𑣉 𑣚𑣁𑣌𑣕𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣞𑣁𑣜𑣂𑣋𑣈 𑣏𑣂 𑣕𑣉𑣜𑣀 𑣁𑣄𑣈 𑣔𑣉 𑣁𑣅𑣁𑣄 𑣞𑣃𑣁𑣔𑣙𑣂𑣓𑣉𑣕𑣁 𑣔𑣉 𑣗𑣁𑣋𑣈 𑣕𑣁𑣑𑣁.

𑢩𑣀𑣑𑣉𑣄 '𑣌𑣅𑣁𑣘𑣒𑣈𑣓 𑣖𑣁𑣜𑣗𑣈𑣚' 𑣜𑣈𑣔𑣉 𑣌𑣁𑣜𑣉𑣓 𑣑𑣁𑣓𑣗𑣈𑣜 𑣔𑣉 𑣏𑣂𑣚𑣂𑣌𑣁 𑣁𑣅𑣁𑣄 𑣘𑣁𑣉𑣁𑣜𑣈𑣄 𑣌𑣉𑣓𑣜𑣉𑣚𑣈𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣃𑣋𑣂𑣓 𑣘𑣁𑣆𑣒𑣂𑣜𑣈 𑣗𑣈𑣗𑣁𑣜𑣈𑣅𑣄𑣁, 𑣈𑣓𑣁 𑣈𑣕𑣉𑣅 𑣕𑣈𑣅𑣁𑣄 𑣚𑣁𑣌𑣕𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢳𑣈𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉 𑣇𑣔𑣃𑣗𑣈 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣁𑣌𑣞𑣉𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣜𑣈𑣔𑣉 𑣙𑣂𑣀𑣞𑣁 𑣞𑣃𑣖𑣀 𑣔𑣉 𑣗𑣁𑣓𑣉 𑣉𑣀𑣑𑣉𑣄 𑣘𑣃𑣜𑣁𑣄 𑣋𑣈 𑣙𑣉𑣗𑣁 𑣔𑣁𑣆𑣅𑣉𑣁.

𑢨𑣓𑣁𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣎𑣉𑣒𑣂𑣚 𑣉𑣀𑣑𑣉𑣄 𑣋𑣉𑣓𑣀𑣁𑣓 𑣌𑣁𑣙𑣁𑣓𑣂 𑣌𑣉 𑣉𑣀𑣑𑣉𑣄 𑣏𑣉𑣜𑣂𑣕𑣜𑣉 𑣌𑣉 𑣚𑣈𑣌𑣁𑣕𑣈 𑣇𑣔𑣃𑣗 𑣖𑣁𑣜𑣝𑣁𑣚 𑣔𑣁𑣆𑣅𑣄𑣉𑣁 .


Animal cruelty is the intentional infliction of pain, suffering, or death upon an animal.

It can take many forms, from physical abuse to neglect.

Animals may be beaten, kicked, burned, starved, or even killed for no reason other than human entertainment.

Animal cruelty is a serious problem that affects millions of animals every year.

It is illegal in most countries, but enforcement is often lax.

There are many organizations that work to prevent and stop animal cruelty, but more needs to be done.

We can all help to stop animal cruelty by being more aware of the issue and by speaking out against it.

We can also choose to buy from businesses that do not support animal cruelty and to support organizations that work to protect animals.

Animal cruelty is a terrible thing that happens every day.

We can all help to make a difference by speaking out against it and by supporting organizations that work to stop it.

𑢮𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣉𑣕𑣅𑣁𑣏𑣁𑣜 𑣌𑣁𑣎𑣂 𑣚𑣈𑣈 𑣜𑣈𑣔𑣉 𑣁𑣖𑣄𑣁 𑣞𑣃𑣌𑣃 𑣞𑣁𑣓𑣀 𑣕𑣈𑣋𑣈 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣔𑣃𑣌𑣃 𑣌𑣉𑣝𑣒𑣉 𑣈𑣖 𑣌𑣁𑣕𑣈𑣖 𑣋𑣄𑣈𑣌𑣉 𑣕𑣁𑣓 𑣕𑣈𑣅𑣉𑣋𑣈 𑣕𑣁𑣓𑣁 .

𑢨𑣓𑣁𑣔𑣉 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣎𑣈𑣖𑣉𑣓 𑣁𑣌𑣉 𑣜𑣃𑣇 𑣕𑣁𑣖 𑣌𑣁𑣕𑣈 𑣉𑣀𑣑𑣉𑣄 𑣗𑣁𑣋𑣈 𑣈𑣛𑣁𑣄 𑣕𑣁 𑣌𑣉𑣕𑣈.

𑢹𑣉 𑣌𑣉𑣙𑣄𑣁 𑣜𑣀𑣞𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉𑣔𑣉 𑣜𑣃𑣇 𑣌𑣉 𑣕𑣁𑣓𑣁𑣗𑣃, 𑣕𑣈𑣋𑣁𑣌𑣉 𑣕𑣁𑣓𑣁𑣗𑣃, 𑣇𑣜𑣃𑣗𑣌𑣉 𑣕𑣁𑣓𑣁𑣗𑣃 𑣜𑣈𑣊𑣋𑣈 𑣕𑣈𑣗𑣃 𑣕𑣉𑣚 𑣜𑣂𑣌𑣁 𑣌𑣉 𑣕𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣂𑣓𑣁 𑣔𑣉𑣝 𑣕𑣈𑣗𑣃 𑣋𑣄𑣉𑣈 𑣌𑣉 𑣕𑣁𑣓𑣁.

𑢮𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣉𑣕𑣅𑣁𑣏𑣁𑣜 𑣔𑣉 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣘𑣜𑣉𑣗𑣚𑣈𑣖 𑣕𑣁𑣓𑣁 𑣓𑣈𑣅𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣈𑣞𑣃 𑣚𑣁𑣚𑣂 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣎𑣁𑣉 𑣞𑣂𑣜𑣖𑣁 𑣌𑣉 𑣋𑣉𑣎𑣉𑣄 𑣕𑣁𑣓𑣁.

𑢨𑣞𑣃 𑣉𑣃𑣜𑣄 𑣔𑣂𑣝𑣃𑣖 𑣌𑣉𑣜𑣈 𑣓𑣈𑣅𑣁 𑣔𑣉 𑣉𑣓𑣅𑣁𑣅 𑣖𑣈𑣓𑣕𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣖𑣈𑣓𑣄𑣁 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓 𑣜𑣃𑣘 𑣕𑣈 𑣞𑣁𑣞𑣉𑣓 𑣔𑣉 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣄 𑣁𑣌𑣁𑣛𑣁 𑣌𑣉 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣋𑣄𑣈 𑣌𑣉 𑣕𑣈𑣅𑣁𑣄 𑣖𑣁𑣓𑣁 𑣙𑣃𑣎𑣃𑣄 𑣕𑣁𑣑𑣁 𑣖𑣈𑣓𑣔𑣉 𑣉𑣀𑣑𑣉𑣄 𑣘𑣃𑣜𑣁𑣄 𑣕𑣈 𑣘𑣃𑣜𑣁𑣄 𑣘𑣁𑣆𑣒𑣂 𑣆 𑣕𑣈 𑣖𑣈𑣓𑣄𑣁.

𑢮𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣋𑣄𑣉𑣈 𑣌𑣉 𑣕𑣈𑣅𑣁𑣄 𑣗𑣂𑣜𑣉𑣔 𑣕𑣈 𑣁𑣗𑣃 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣕𑣈𑣅𑣁𑣄 𑣚𑣁𑣌𑣕𑣂 𑣖𑣈𑣓𑣄𑣁 𑣁𑣗𑣃 𑣈𑣓𑣁 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣌𑣁𑣎𑣂 𑣌𑣈𑣛𑣈𑣄𑣅𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣙𑣄𑣁.

𑢩𑣌𑣉𑣅 𑣌𑣉 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉𑣁 𑣉𑣕𑣅𑣁𑣏𑣁𑣜 𑣌𑣁𑣌𑣉 𑣞𑣁𑣘𑣉𑣒𑣈 𑣕𑣁𑣓 𑣙𑣉 𑣌𑣉 𑣕𑣁𑣄𑣈𑣕𑣈 𑣗𑣈𑣘𑣁𑣜 𑣗𑣃 𑣜𑣂𑣌𑣁 𑣔𑣁𑣆𑣅𑣁 𑣉𑣌𑣉𑣓 𑣁𑣌𑣁𑣛𑣁 𑣌𑣉 𑣎𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣗𑣁𑣏𑣁𑣉 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁 𑣈𑣓𑣌𑣃 𑣗𑣃 𑣞𑣁𑣘𑣉𑣒 𑣌𑣉𑣁.

𑢮𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣉𑣕𑣅𑣁𑣏𑣁𑣜 𑣈𑣞𑣃 𑣌𑣁 𑣗𑣃𑣋𑣂𑣓 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁𑣔𑣉 𑣎𑣁𑣉 𑣔𑣂𑣓 𑣋𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢮𑣁𑣓𑣙𑣄𑣁𑣜 𑣌𑣉 𑣉𑣕𑣅𑣁𑣏𑣁𑣜 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓 𑣙𑣉 𑣌𑣉𑣈 𑣕𑣈𑣗𑣃 𑣁𑣕𑣉𑣖 𑣞𑣁𑣓𑣂𑣀 𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁𑣌𑣉 𑣗𑣉𑣓𑣔 𑣕𑣁𑣓 𑣁𑣌𑣁𑣛𑣁 𑣌𑣉 𑣗𑣃 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉𑣁.


Black is a color that has been used throughout history to represent both power and oppression.

In ancient Egypt, black was associated with the god Osiris, who was the ruler of the underworld.

In the Christian tradition, black is often associated with death and mourning.

However, black has also been used as a symbol of strength and resilience.

In the civil rights movement, black was the color of choice for many activists, who saw it as a way to represent their determination to fight for equality.

Today, black is still a complex and multifaceted color.

It can be seen as a symbol of both good and evil, beauty and ugliness, power and oppression.

But perhaps more than anything else, black is a color that represents the human experience.

It is a color that we all share, regardless of our race, religion, or nationality.

As the world becomes increasingly diverse, black is becoming a more important color in our culture.

𑢹𑣈𑣓𑣔𑣈 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣌𑣉𑣚𑣉𑣜 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣖𑣂𑣅𑣑 𑣘𑣁𑣙𑣄𑣁𑣜 𑣉𑣀𑣑𑣉𑣄 𑣉𑣘𑣜𑣈𑣞𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣞𑣁𑣓𑣁𑣖 𑣂𑣕𑣂𑣙𑣁𑣞 𑣜𑣈𑣄 𑣇𑣔𑣃𑣗 𑣖𑣁𑣜𑣝𑣁𑣚𑣈𑣄 𑣕𑣁𑣓𑣁.

𑢸𑣁𑣘𑣁𑣜𑣂 𑣆𑣎𑣂𑣘𑣒 𑣜𑣈 𑣙𑣈𑣓𑣔𑣈 𑣜𑣉𑣀𑣋 𑣉𑣞𑣁𑣆𑣜𑣂𑣞 𑣗𑣉𑣊𑣋𑣁 𑣚𑣉𑣄 𑣕𑣈 𑣞𑣁𑣋𑣁𑣆 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣈 𑣏𑣂 𑣚𑣁𑣕𑣁𑣜 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣜𑣁𑣎𑣁𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢬𑣂𑣜𑣂𑣞 𑣔𑣁𑣓 𑣌𑣉𑣙𑣄𑣁 𑣔𑣉𑣞𑣕𑣃𑣜 𑣜𑣈𑣔𑣉 𑣙𑣈𑣓𑣔𑣈 𑣔𑣉 𑣋𑣉𑣓𑣄𑣈 𑣋𑣈𑣜𑣁𑣀 𑣌𑣉𑣜𑣈 𑣞𑣁𑣋𑣁𑣆 𑣖𑣈𑣓𑣄𑣁.

𑢮𑣁 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣙𑣈𑣓𑣔𑣈 𑣔𑣉 𑣘𑣈𑣄 𑣉𑣀𑣑𑣉𑣄 𑣜𑣂𑣎𑣂𑣚𑣂𑣈𑣓𑣞 𑣜𑣈𑣅𑣁𑣄 𑣏𑣂𑣓𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣙𑣃𑣎𑣃𑣄 𑣕𑣁𑣓𑣁.

𑢾𑣂𑣗𑣂𑣚 𑣜𑣁𑣆𑣒 𑣖𑣃𑣗𑣖𑣈𑣓𑣒 𑣔𑣂𑣘𑣂𑣚𑣀 𑣙𑣈𑣓𑣔𑣈 𑣜𑣉𑣀𑣋 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣁𑣓𑣔𑣉𑣛𑣉𑣓 𑣌𑣁𑣜𑣂 𑣙𑣂 𑣌𑣉𑣙𑣄𑣁 𑣏𑣂𑣓𑣁 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣁𑣌𑣉 𑣇𑣛𑣃𑣄 𑣚𑣈𑣑𑣁 𑣏𑣂 𑣙𑣈𑣓𑣔𑣈 𑣕𑣈𑣅𑣄𑣁 𑣕𑣃𑣞𑣂𑣀 𑣌𑣁𑣕𑣈 𑣞𑣉𑣖𑣁𑣓𑣉𑣕𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣚𑣁𑣛𑣁𑣆𑣅𑣁.

𑢵𑣂𑣞𑣂𑣀 𑣔𑣉 𑣙𑣈𑣓𑣔𑣈 𑣜𑣉𑣀𑣋 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣜𑣀 𑣌𑣁𑣕𑣈 𑣗𑣁𑣋𑣁𑣛𑣁 𑣆𑣑𑣈𑣅𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣙𑣈𑣓𑣔𑣈 𑣜𑣉𑣀 𑣔𑣉 𑣗𑣃𑣋𑣂𑣓 𑣉𑣀𑣑𑣉𑣄 𑣈𑣒𑣌𑣁 𑣏𑣈𑣙𑣈𑣜𑣁 𑣏𑣂 𑣌𑣁 𑣏𑣈𑣙𑣈𑣜𑣁 𑣘𑣁𑣙𑣄𑣁𑣜 𑣏𑣂 𑣉𑣘𑣈𑣜𑣈𑣞𑣉𑣓 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈𑣅𑣄 𑣏𑣂𑣓𑣁 𑣗𑣁𑣆𑣓 𑣕𑣁𑣓𑣁.

𑢶𑣈𑣓𑣔𑣉 𑣕𑣉𑣜𑣀 𑣙𑣈𑣓𑣔𑣈 𑣜𑣀 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣜𑣈𑣅𑣁𑣄 𑣏𑣂𑣓𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣙𑣃𑣎𑣃𑣓𑣁 .

𑢳𑣈𑣓 𑣜𑣉𑣀 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣎𑣁𑣕𑣂 𑣞𑣁𑣗𑣈𑣓 𑣔𑣙𑣉𑣜𑣖 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣓 𑣙𑣉 𑣚𑣉𑣄 𑣕𑣈 𑣞𑣁𑣋𑣁𑣆 𑣖𑣈𑣓𑣄𑣁.

𑢳𑣈𑣓 𑣔𑣃𑣓𑣂𑣁 𑣏𑣂𑣖𑣂𑣓 𑣋𑣈 𑣙𑣁𑣒𑣂𑣀 𑣆𑣔𑣂𑣓 𑣕𑣁𑣓𑣁 𑣆𑣖𑣂𑣓 𑣋𑣈 𑣙𑣈𑣓𑣔𑣈 𑣜𑣀 𑣜𑣈𑣅𑣄 𑣋𑣉𑣓𑣀 𑣆𑣖𑣂𑣓 𑣋𑣈 𑣗𑣁𑣑𑣙𑣁𑣉 𑣆𑣑𑣈𑣓 𑣕𑣁𑣓𑣁.


As I walked through the crowded festival grounds, I couldn't help but smile.

The sun was shining, the music was blaring, and everyone was wearing their sunglasses and eyeglasses.

It was like a sea of color and style, and it made me feel happy to be a part of it.

I saw people wearing all sorts of different glasses, from simple, round frames to elaborate, cat-eye shapes.

There were sunglasses in every color of the rainbow, and some people even had glasses that lit up or changed colors.

It was like a fashion show, and I couldn't help but admire everyone's unique style.

I stopped to talk to a woman who was wearing a pair of bright yellow sunglasses.

She told me that she loved wearing sunglasses because they made her feel more confident and stylish.

She said that she always felt like she was wearing a costume when she didn't have her glasses on, and that they helped her to express her personality.

I continued on my way, and I couldn't help but feel more optimistic about the world.

𑢸𑣉𑣜𑣉𑣗 𑣕𑣁𑣓𑣑𑣂 𑣓𑣂𑣖𑣂𑣓 𑣗𑣙𑣂𑣆𑣛𑣂 𑣕𑣁𑣚𑣁 𑣌𑣉𑣜𑣈 𑣁𑣍 𑣙𑣉𑣓 𑣜𑣈 𑣕𑣁𑣆𑣌𑣈𑣓 𑣔𑣂𑣘𑣂𑣚𑣀 𑣚𑣁𑣓𑣔𑣁 𑣋𑣈 𑣞𑣃𑣌𑣃 𑣌𑣂𑣑𑣂𑣍𑣁.

𑢾𑣂𑣊𑣋𑣂 𑣔𑣉 𑣓𑣂𑣖𑣂𑣓𑣈 𑣎𑣈𑣒𑣈 𑣕𑣁𑣑𑣁 𑣔𑣃𑣜𑣀 𑣁𑣅𑣃𑣖𑣉𑣄 𑣕𑣁𑣓𑣁 𑣞𑣁𑣗𑣈𑣓 𑣋𑣈 𑣁𑣌𑣉𑣙𑣄𑣁 𑣓𑣈𑣚𑣈 𑣏𑣉𑣝𑣉𑣖𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣂𑣊𑣋𑣂 𑣏𑣉𑣝𑣉𑣖𑣁 𑣌𑣉 𑣕𑣃𑣞𑣂𑣀 𑣕𑣁𑣑𑣁.

𑢨𑣓𑣁𑣔𑣉 𑣞𑣁𑣜𑣂𑣋𑣈 𑣜𑣉𑣀𑣋𑣂𑣓 𑣆𑣞𑣒𑣁𑣆𑣚 𑣘𑣈𑣜𑣈𑣄 𑣔𑣉𑣜𑣈𑣅𑣁 𑣚𑣈𑣌𑣁𑣋𑣈 𑣓𑣈𑣚𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣁𑣍𑣉 𑣆𑣓𑣌𑣉 𑣕𑣁𑣚𑣁𑣜𑣈 𑣕𑣁𑣆 𑣚𑣈𑣓𑣕𑣈 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣋𑣈𑣍 𑣁𑣔𑣁𑣅 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 .

𑢳𑣈𑣚 𑣌𑣈𑣑 𑣌𑣉𑣁𑣍 𑣏𑣂 𑣙𑣉𑣌𑣉 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣏𑣉𑣝𑣉𑣖𑣁 𑣋𑣃𑣚 𑣕𑣈𑣅𑣄 𑣗𑣂𑣚𑣈𑣆 𑣖𑣈𑣑 𑣚𑣈𑣌𑣁𑣓 𑣏𑣉𑣝𑣉𑣖𑣁 𑣌𑣉𑣅𑣉𑣌𑣉 𑣙𑣉𑣜𑣉𑣄𑣁 𑣌𑣁𑣓𑣁.

𑢼𑣃𑣚 𑢭 𑣜𑣈𑣅𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣚𑣈𑣌𑣁𑣓 𑣜𑣀 𑣕𑣈𑣓 𑣏𑣉𑣝𑣉𑣖𑣁 𑣌𑣉 𑣉𑣀𑣑𑣉𑣄 𑣈𑣒𑣄 𑣜𑣀 𑣏𑣉𑣝𑣉𑣖𑣁 𑣌𑣉𑣅𑣉𑣌𑣉 𑣕𑣃𑣞𑣂𑣀 𑣕𑣁𑣑𑣁.

𑢨𑣓𑣁𑣔𑣉 𑣖𑣂𑣅𑣑 𑣘𑣙𑣈𑣞𑣉𑣓 𑣞𑣉 𑣚𑣈𑣌𑣁𑣋𑣈 𑣁𑣔𑣁𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁, 𑣁𑣍 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉 𑣌𑣉𑣙𑣄𑣁 𑣆𑣞𑣒𑣁𑣆𑣚 𑣈𑣞𑣃𑣍 𑣞𑣃𑣌𑣃 𑣁𑣑𑣁.

𑢶𑣂𑣑𑣁𑣉 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣉𑣌𑣉𑣅 𑣞𑣁𑣞𑣁𑣀 𑣞𑣂𑣀𑣋𑣂 𑣏𑣉𑣝𑣉𑣖𑣁𑣄 𑣕𑣃𑣞𑣂𑣀 𑣕𑣁𑣑𑣁 𑣁𑣅𑣁𑣄 𑣞𑣁𑣖𑣀 𑣜𑣈𑣍 𑣕𑣂𑣊𑣋𑣃 𑣅𑣁𑣓𑣁, 𑣁𑣄𑣈𑣍 𑣎𑣁𑣋𑣁𑣜𑣂𑣅𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢡𑣄𑣈 𑣌𑣁𑣎𑣂 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣞𑣂𑣊𑣋𑣂 𑣏𑣉𑣝𑣉𑣖𑣁 𑣕𑣃𑣞𑣂𑣀𑣈𑣓 𑣔𑣉 𑣈𑣞𑣃𑣄𑣆 𑣞𑣃𑣌𑣃𑣕𑣈𑣅𑣁, 𑣓𑣈𑣅𑣁 𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑣈𑣓𑣁 𑣕𑣃𑣞𑣂𑣀 𑣕𑣈 𑣜𑣈𑣔𑣉 𑣈𑣞𑣃 𑣆𑣞𑣒𑣁𑣆𑣚 𑣉𑣀𑣑𑣉𑣄 𑣜𑣀𑣞𑣁 𑣋𑣈 𑣁𑣔𑣁𑣅𑣁.

𑢡𑣄𑣈 𑣌𑣁𑣎𑣂 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣔𑣉 𑣎𑣁𑣉 𑣕𑣃𑣞𑣂𑣀 𑣕𑣈𑣅𑣁𑣄 𑣘𑣉𑣝𑣁𑣌 𑣌𑣉 𑣋𑣈 𑣕𑣃𑣞𑣂𑣀 𑣕𑣁𑣑 𑣚𑣈𑣌𑣁𑣄𑣈 𑣁𑣔𑣁𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣁𑣋𑣈 𑣁𑣅𑣁𑣄 𑣘𑣁𑣜𑣞𑣉𑣓𑣁𑣚𑣂𑣒𑣂 𑣇𑣔𑣃𑣗 𑣖𑣁𑣜𑣝𑣁𑣚𑣈𑣕𑣈𑣄 𑣔𑣈𑣊𑣋𑣁𑣆𑣅𑣁.

𑢡𑣍 𑣞𑣈𑣓 𑣘𑣁𑣜𑣉𑣖 𑣆𑣑𑣈𑣅𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣔𑣔𑣃𑣓𑣂𑣅𑣁 𑣜𑣈𑣅𑣁𑣄 𑣉𑣀𑣑𑣉𑣄 𑣋𑣈 𑣓𑣁𑣖𑣁 𑣓𑣁𑣖𑣁 𑣎𑣂𑣓𑣂𑣏𑣂 𑣌𑣉 𑣓𑣈𑣚 𑣕𑣈𑣅𑣁𑣄𑣍 𑣞𑣁𑣓𑣀𑣈𑣅𑣁𑣓𑣁.


Karim and Abed had been friends since they were kids.

They grew up together, went to the same schools, and even played on the same sports teams.

They could talk about anything, and they always knew that they could count on each other.

One day, Karim was diagnosed with cancer.

He was devastated, but he knew that he had Abed to lean on.

Abed was there for him every step of the way, through the surgeries, the chemotherapy, and the radiation.

He never left Karim's side, and he always gave him hope.

Karim eventually beat cancer, and he and Abed were closer than ever.

They had both faced a life-changing experience, and they had come out of it stronger together.

𑢬𑣁𑣜𑣂𑣖 𑣈𑣓𑣕𑣈 𑢡𑣗𑣈𑣔 𑣙𑣃𑣑𑣂𑣋𑣈 𑣕𑣈 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣎𑣃𑣑𑣂.

𑢶𑣂𑣞𑣈 𑣕𑣈 𑣌𑣂𑣓 𑣙𑣁𑣜𑣁 𑣚𑣈𑣓𑣁, 𑣖𑣉𑣅𑣈𑣑 𑣖𑣉𑣓𑣑𑣉 𑣋𑣈 𑣌𑣂𑣓 𑣞𑣈𑣓𑣉 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣁𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣒𑣂𑣆𑣖𑣈 𑣕𑣈𑣋𑣈 𑣌𑣉𑣓 𑣇𑣓𑣃𑣖 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢡𑣌𑣂𑣓𑣈 𑣎𑣂𑣐𑣂 𑣎𑣃𑣘𑣃𑣐𑣂 𑣈𑣞𑣃 𑣁𑣚𑣋 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉𑣓 𑣞𑣉𑣗𑣈𑣓𑣁 𑣚𑣈𑣌𑣁𑣓𑣁 𑣌𑣂𑣓 𑣎𑣁𑣋𑣁𑣜𑣁, 𑣁𑣈 𑣌𑣂𑣓 𑣁𑣔𑣁𑣓 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣎𑣈 𑣁𑣌𑣂𑣓 𑣔𑣉 𑣁𑣌𑣉𑣓 𑣚𑣁𑣋𑣈𑣑 𑣋𑣈.

𑢶𑣃𑣞𑣃𑣊 𑢬𑣁𑣜𑣂𑣓 𑣌𑣁𑣗𑣃𑣋𑣂𑣓𑣉 𑣖𑣁𑣜𑣁𑣊 𑣜𑣉𑣋𑣁𑣓𑣁𑣖 𑣌𑣂𑣅𑣈.

𑢡𑣅𑣈 𑣈𑣞𑣃 𑣖𑣉𑣓 𑣔𑣃𑣌𑣃 𑣅𑣁𑣓𑣁 𑣓𑣁 𑣁𑣅𑣈 𑢡𑣗𑣈𑣔 𑣜𑣈 𑣙𑣁𑣚𑣁𑣊 𑣋𑣃𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣗𑣈𑣔 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣕𑣈 𑣁𑣅𑣁 𑣕𑣁 𑣜𑣈 𑣕𑣁𑣆 𑣅𑣁𑣓𑣁, 𑣁𑣗𑣈𑣓𑣞𑣜𑣎𑣈𑣜𑣂, 𑣌𑣂𑣖𑣉𑣕𑣈𑣜𑣇𑣘𑣂 𑣁𑣜 𑣜𑣈𑣑𑣂𑣈𑣞𑣓 𑣗𑣂𑣕𑣜𑣈.

𑢡𑣅𑣈 𑢬𑣁𑣜𑣂𑣖 𑣏𑣃𑣆𑣚𑣈𑣉 𑣌𑣁 𑣗𑣁𑣋𑣈 𑣌𑣂𑣅𑣈, 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣕𑣈 𑣞𑣉𑣙𑣎𑣉𑣋 𑣌𑣂𑣅𑣈.

𑢬𑣁𑣜𑣂𑣖 𑣌𑣈𑣓𑣞𑣜 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓𑣈 𑣅𑣁𑣓𑣁, 𑣁𑣜 𑢡𑣗𑣈𑣔 𑣚𑣉 𑣁𑣅𑣁𑣜𑣈 𑣕𑣈 𑣘𑣃𑣜𑣈𑣙 𑣌𑣂𑣓𑣎𑣃𑣑𑣂 𑣅𑣁𑣓𑣁 𑣌𑣉𑣓.

𑢷𑣁𑣜𑣉 𑣎𑣁𑣌𑣈𑣑 𑣎𑣂𑣗𑣉𑣓 𑣗𑣉𑣔𑣉𑣚𑣈 𑣅𑣁𑣓𑣁, 𑣗𑣁𑣜𑣉 𑣎𑣁𑣌𑣈𑣑 𑣘𑣃𑣜𑣈 𑣘𑣈𑣙 𑣕𑣈 𑣌𑣂𑣓 𑣘𑣁𑣜𑣉𑣖 𑣌𑣈𑣑𑣁.


John was a farmer who grew corn and soybeans.

He had been farming for over 30 years and was well-respected in the community.

One day, John was approached by a group of government officials who were leading an initiative to help farmers adopt new technologies.

The officials told John that they could help him increase his crop yields and reduce his costs if he would agree to use their new methods.

John was hesitant at first, but he eventually agreed to give it a try.

The officials provided John with a new set of equipment and training on how to use it.

John was surprised at how easy it was to use the new equipment and he was quickly able to see the benefits.

His crop yields increased significantly and his costs went down.

John was so happy with the results that he recommended the new program to his fellow farmers.

The program was a success and helped many farmers improve their operations.

𑢮𑣉𑣓 𑣔𑣉 𑣖𑣂𑣑𑣁𑣉 𑣏𑣁𑣝𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣁𑣄𑣈 𑣔𑣉 𑣋𑣀𑣋𑣁𑣆 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣅𑣁𑣗𑣂𑣓𑣈𑣄 𑣏𑣁𑣁𑣝𑣉𑣅 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣄𑣈 𑣔𑣉 𑣔𑣀𑣞𑣂 𑣞𑣂𑣜𑣖𑣁𑣅𑣕𑣈𑣄 𑣏𑣁𑣁𑣝𑣉 𑣙𑣃𑣎𑣃𑣄 𑣕𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣖𑣁𑣎𑣜𑣈 𑣁𑣅𑣄𑣁 𑣈𑣞𑣃 𑣞𑣉𑣓𑣖𑣁𑣓 𑣖𑣈𑣓𑣄𑣁.

𑢶𑣃𑣞𑣂𑣀 𑣖𑣂 𑣋𑣉𑣒𑣂 𑣞𑣉𑣜𑣌𑣁𑣜𑣂 𑣉𑣘𑣙𑣂𑣞𑣁𑣜 𑣌𑣉 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓𑣕𑣈 𑣎𑣉𑣓 𑣌𑣉 𑣎𑣁𑣋𑣁𑣜 𑣌𑣂𑣄𑣁 𑣏𑣂 𑣁𑣔𑣙𑣃𑣓𑣂𑣌 𑣌𑣂𑣜𑣝𑣂 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣕𑣈 𑣏𑣁𑣁𑣝𑣉 𑣚𑣈 𑣜𑣈𑣔𑣉 𑣈𑣞𑣃 𑣚𑣁𑣗𑣙 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢱𑣉𑣜𑣌𑣞𑣜𑣂 𑣉𑣘𑣙𑣂𑣑𑣞𑣜 𑣌𑣉 𑣌𑣞𑣎𑣂 𑣌𑣜𑣑𑣁 𑣏𑣂 𑣎𑣉𑣔𑣂 𑣎𑣉𑣓 𑣈𑣅𑣁𑣅𑣁 𑣈𑣓𑣜𑣈𑣔𑣉 𑣈𑣓𑣌𑣉 𑣋𑣈 𑣔𑣈𑣊𑣋𑣁𑣆𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣌𑣉𑣖 𑣌𑣁𑣜𑣏𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢮𑣉𑣓 𑣔𑣉 𑣇𑣛𑣃𑣄 𑣖𑣃𑣚𑣂 𑣌𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣏𑣁𑣓𑣁𑣗 𑣔𑣉 𑣈𑣅𑣁 𑣌𑣈𑣑𑣁𑣄𑣈.

𑢩𑣘𑣙𑣂𑣞𑣁𑣜 𑣌𑣉 𑣖𑣂𑣅𑣑 𑣓𑣁𑣖𑣁 𑣖𑣈𑣞𑣂𑣓 𑣌𑣉 𑣈𑣖𑣁𑣑𑣂𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣏𑣂𑣚𑣂𑣌𑣁 𑣗𑣈𑣗𑣁𑣜𑣉𑣄𑣁 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣒𑣜𑣈𑣓𑣂𑣀 𑣌𑣉 𑣈𑣖𑣁𑣑𑣂𑣄𑣁.

𑢮𑣉𑣓 𑣓𑣁𑣖𑣁 𑣖𑣈𑣞𑣂𑣓𑣁𑣄 𑣘𑣁𑣆𑣒𑣂 𑣓𑣈𑣚 𑣌𑣁𑣕𑣈 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣜𑣈𑣓𑣁 𑣅𑣁𑣓𑣁.

𑢬𑣉𑣖 𑣌𑣁𑣜𑣏𑣁 𑣕𑣈 𑣁𑣅𑣁𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣌𑣂𑣜𑣝𑣂 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑢮𑣉𑣓 𑣓𑣂𑣖𑣂𑣓𑣈𑣄 𑣜𑣀𑣞𑣁𑣅𑣁𑣓𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣁𑣅𑣁𑣄 𑣎𑣃𑣛𑣂 𑣌𑣉𑣅𑣉 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣖𑣈𑣞𑣂𑣓 𑣓𑣁𑣖𑣈 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣙𑣁𑣋𑣁𑣜𑣁𑣑 𑣌𑣉𑣁.

𑢸𑣜𑣉𑣋𑣜𑣁𑣖 𑣈𑣞𑣃 𑣗𑣁𑣐𑣂𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣞𑣉𑣘𑣙𑣉𑣚 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣏𑣁𑣝𑣂 𑣌𑣉 𑣚𑣁𑣗𑣙 𑣌𑣉 𑣓𑣁𑣖 𑣌𑣈𑣑𑣁.


Youths play an incredibly important role in nation building.

They are the future of our country and they have the power to make a real difference.

They are full of energy, creativity, and passion, and they are eager to make a change.

When young people are given the opportunity to participate in nation building, they can do incredible things.

They can start new businesses, create new technologies, and solve some of the world's most pressing problems.

They can also inspire others to get involved and make a difference.

One example of how young people are making a difference in nation building is through the work of the Malala Fund.

Malala Yousafzai, a Pakistani activist for female education, was shot in the head by the Taliban in 2012 for speaking out in favor of education for girls.

After surviving the attack, Malala became a global advocate for girls' education and founded the Malala Fund to support education for girls around the world.

The Malala Fund has registered incredible progress in its mission to provide 130 million girls with 12 years of free, safe, quality education by 2030.

𑢴𑣂𑣝𑣃𑣖 𑣗𑣆 𑣗𑣂𑣜𑣂𑣑 𑣌𑣁𑣖𑣂𑣜𑣈 𑣞𑣈𑣘𑣈𑣑 𑣌𑣉 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣌𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣔𑣁𑣆𑣅𑣁.

𑢡𑣌𑣉𑣋𑣈 𑣓𑣈𑣓 𑣔𑣂𑣝𑣃𑣖𑣜𑣈𑣓 𑣗𑣙𑣉𑣗𑣂𑣝𑣅𑣉𑣕 𑣌𑣉𑣔𑣉 𑣉𑣀𑣑𑣉𑣄 𑣁𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣓𑣈𑣓 𑣘𑣁𑣙𑣄𑣁𑣜 𑣖𑣈𑣓𑣁𑣄 𑣏𑣂 𑣁𑣌𑣉 𑣞𑣉𑣖𑣁𑣎 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣌𑣉 𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉 𑣁𑣋𑣃 𑣔𑣁𑣆𑣅𑣁.

𑢡𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣘𑣈𑣄 𑣋𑣈 𑣘𑣈𑣜𑣈𑣄𑣁𑣌𑣁𑣓𑣁 𑣓𑣁𑣖𑣁 𑣎𑣂𑣓𑣂𑣝𑣂 𑣗𑣁𑣆𑣆 𑣕𑣈𑣅𑣁𑣄, 𑣞𑣁𑣁𑣕𑣂𑣀𑣈 𑣕𑣈𑣅𑣁𑣄, 𑣉𑣀𑣑𑣉𑣄 𑣗𑣉𑣔𑣉𑣚𑣈 𑣕𑣈𑣅𑣁𑣄 𑣜𑣀𑣞𑣁.

𑢯𑣂𑣖𑣂𑣕𑣀 𑣁𑣌𑣉 𑣔𑣂𑣝𑣃𑣖 𑣗𑣁𑣆 𑣗𑣂𑣜𑣂𑣔𑣈 𑣕𑣈𑣅𑣁𑣄 𑣕𑣁𑣁𑣌𑣉 𑣓𑣈𑣖𑣈𑣅𑣁 𑣈𑣓 𑣖𑣃𑣞𑣂𑣀 𑣁𑣌𑣉 𑣈𑣞𑣃 𑣖𑣁𑣜𑣁𑣀 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉 𑣘𑣃𑣜𑣁 𑣔𑣁𑣆𑣂𑣅𑣄𑣁.

𑢡𑣌𑣉 𑣓𑣁𑣖𑣁 𑣗𑣂𑣎𑣂𑣓𑣈𑣞 𑣌𑣉 𑣈𑣒𑣈𑣄 𑣔𑣁𑣆𑣅𑣄𑣁 𑣓𑣁𑣖𑣁 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣗𑣁𑣆𑣔𑣁𑣂𑣅𑣄𑣁 𑣔𑣃𑣓𑣂𑣁 𑣜𑣈𑣅𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣖𑣁𑣜𑣀 𑣘𑣜𑣉𑣗𑣚𑣈𑣖 𑣌𑣉𑣌𑣉 𑣞𑣉𑣖𑣁𑣔𑣙𑣁𑣓 𑣔𑣁𑣆𑣅𑣄𑣁.

𑢡𑣌𑣉 𑣋𑣈 𑣁𑣌𑣉𑣙𑣄𑣁 𑣎𑣃𑣛𑣂 𑣋𑣁𑣕𑣂 𑣌𑣉 𑣜𑣀𑣞𑣁 𑣆𑣏𑣂 𑣔𑣁𑣆 𑣌𑣉𑣁 𑣓𑣈𑣚𑣈𑣌𑣁𑣓 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣞𑣁𑣖𑣂𑣚 𑣚𑣈𑣓𑣈𑣈𑣕𑣈 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣌𑣉 𑣁𑣋𑣃𑣆𑣅𑣁.

𑢴𑣃𑣓𑣂𑣁 𑣜𑣈𑣅𑣁𑣄 𑣖𑣁𑣖𑣜𑣀 𑣘𑣁𑣆𑣒𑣂 𑣜𑣂𑣌𑣁𑣅 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣖𑣁𑣚𑣁𑣚𑣁 𑣘𑣙𑣉𑣓𑣑 𑣋𑣈 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣖𑣁𑣜𑣀 𑣃𑣔𑣁𑣙𑣉𑣜𑣉𑣐 𑣕𑣁𑣓𑣂𑣄.

𑢶𑣁𑣚𑣁𑣚𑣁 𑣅𑣃𑣞𑣃𑣘 𑣎𑣁𑣆 𑣔𑣉 𑣘𑣁𑣌𑣂𑣞𑣕𑣁𑣓 𑣜𑣈𑣓 𑣌𑣃𑣆 𑣕𑣁𑣓𑣂𑣄 𑣁𑣄𑣈 𑣔𑣉 𑣌𑣃𑣆𑣌𑣉 𑣘𑣁𑣛𑣁𑣉 𑣞𑣃𑣗𑣂𑣔𑣙𑣁 𑣌𑣉 𑣓𑣁𑣖 𑣆𑣏𑣂 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣔𑣁𑣗𑣂 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣕𑣁𑣚𑣂𑣗𑣁𑣓 𑣌𑣉 𑣁𑣄𑣈𑣔𑣉 𑣌𑣉 𑣋𑣃𑣚𑣂 𑣌𑣂𑣄𑣁.

𑢨𑣓 𑣁𑣌𑣜𑣉𑣖𑣉𑣐 𑣌𑣉𑣅𑣕𑣈 𑣗𑣁𑣏𑣁𑣉𑣅𑣁𑣓 𑣏𑣁𑣓𑣁𑣗 𑣖𑣁𑣚𑣁𑣚𑣁 𑣔𑣃𑣓𑣂𑣁 𑣎𑣁𑣌𑣈𑣜𑣈 𑣓𑣃𑣕𑣃𑣖 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣙𑣃𑣆 𑣕𑣁𑣓 𑣌𑣉 𑣉𑣚 𑣘𑣁𑣛𑣁𑣉 𑣏𑣁 𑣖𑣈𑣓𑣕𑣈 𑣔𑣁𑣗𑣂 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑣡𑣣𑣠 𑣖𑣂𑣚𑣂𑣉𑣓 𑣡𑣢 𑣞𑣁𑣚 𑣜𑣈𑣓 𑣌𑣃𑣆 𑣙𑣉𑣓 𑣌𑣉 𑣘𑣙𑣂𑣜𑣂𑣕𑣈 𑣘𑣁𑣛𑣁𑣉𑣓 𑣚𑣋𑣈𑣑𑣕𑣈 𑣖𑣁𑣚𑣁𑣚𑣁 𑣘𑣙𑣉𑣓𑣑 𑣗𑣁𑣆𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣔𑣈𑣊𑣋𑣁 𑣓𑣁𑣖𑣈𑣅𑣁𑣓𑣁


I was working as a software engineer at a large tech company when I first heard about feminism.

I was new to the industry and didn't really know much about it, but I was immediately intrigued.

I started doing some research and reading articles about feminism, and I was amazed by how much I didn't know.

I had always thought of myself as a feminist, but I realized that I had a lot to learn.

One of the things that I learned was that feminism is about more than just equality between men and women.

It's also about challenging the systems of power that have been created by men and that benefit men at the expense of women.

These systems of power are everywhere, from the workplace to the media to the government.

They're the reason that women are paid less than men, that they're underrepresented in leadership positions, and that they're more likely to be victims of violence.

Feminism is about fighting against these systems of power and creating a more just and equitable world for all people.

It's about creating a world where women are free to live their lives on their own terms, without being held back by sexism or discrimination.

𑢯𑣂𑣖𑣂𑣕𑣊 𑣁𑢭 𑣈𑣜𑣁𑣗𑣔 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣈𑣅𑣉𑣗𑣈𑣍 𑣁𑣅𑣃𑣖 𑣌𑣈𑣑𑣁, 𑣆𑣖𑣂𑣕𑣊 𑣁𑢭 𑣖𑣂𑣅𑣈𑣑 𑢲𑢨𑢬 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣜𑣈 𑣆𑣓𑣎𑣂𑣓𑣂𑣉𑣜 𑣚𑣈𑣌𑣕𑣈𑣍 𑣘𑣆𑣒𑣂 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢡𑣍 𑣈𑣓 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣚𑣋𑣂𑣑 𑣓𑣁𑣖𑣍 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣞𑣁𑣜𑣂𑣕𑣈 𑣏𑣈𑣓𑣄𑣅𑣉 𑣌𑣁𑣋𑣈𑣍 𑣁𑣔𑣁𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑢭 𑣈𑣞𑣃 𑣚𑣉𑣋𑣉𑣓 𑣜𑣊𑣞𑣁 𑣅𑣁𑣓𑣍.

𑢡𑣍 𑣏𑣂𑣖𑣂𑣅𑣊 𑣙𑣂𑣑𑣓𑣖 𑣉𑣓𑣑𑣉𑣄 𑣈𑣜𑣁𑣗𑣁𑣔 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈𑣅𑣄 𑣉𑣓𑣉𑣚 𑣘𑣁𑣛𑣁𑣉 𑣈𑣅𑣉𑣗 𑣌𑣈𑣑𑣍, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣍 𑣁𑣏𑣌𑣁𑣅𑣁𑣓𑣍 𑣏𑣂 𑣏𑣂𑣚𑣂𑣌𑣈𑣕𑣈 𑣁𑣍 𑣌𑣍 𑣁𑣒𑣁𑣌𑣁𑣜 𑣎𑣉𑣖𑣁𑣓𑣁.

𑢡𑣍 𑣓𑣂𑣎𑣈𑣕𑣈 𑣞𑣗𑣈𑣓 𑣔𑣂𑣘𑣂𑣚𑣊 𑣖𑣂𑣅𑣈𑣑 𑣈𑣜𑣁𑣗𑣁𑣔𑣂 𑣕𑣓𑣍 𑣖𑣈𑣓𑣕𑣈 𑣇𑣛𑣃𑣄𑣇𑣆 𑣕𑣆𑣌𑣈𑣓𑣍, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣍 𑣏𑣂 𑣁𑣍 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣕𑣉𑣅 𑣕𑣈𑣅𑣄 𑣖𑣈𑣓𑣄.

𑢡𑣍 𑣈𑣕𑣉𑣁𑣌𑣑 𑣖𑣂𑣅𑣈𑣑 𑣎𑣂𑣓𑣂𑣝 𑣙𑣉𑣗𑣁𑣉𑣕𑣓𑣁 𑣈𑣜𑣁𑣗𑣁𑣔𑣂 𑣞𑣖𑣁 𑣌𑣉𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣜𑣁𑣌𑣉𑣁𑣄 𑣗𑣂𑣕𑣈𑣜𑣜𑣈 𑣖𑣂𑣖𑣂𑣑𑣈𑣕𑣈 𑣘𑣃𑣜𑣈𑣄.

𑣓𑣈𑣁 𑣅𑣉 𑣘𑣈𑣄 𑣜𑣈𑣅𑣄 𑣏𑣁𑣚𑣈𑣓𑣎 𑣗𑣂𑣝𑣉𑣅𑣕𑣈 𑣎𑣁𑣓 𑣌𑣉𑣁𑣌𑣉𑣕𑣄𑣅𑣕𑣈 𑣈𑣒𑣈𑣄𑣁 𑣌𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣅𑣁 𑣈𑣜𑣁𑣌𑣉𑣁𑣄 𑣌𑣁𑣜𑣏𑣁 𑣜𑣈 𑣌𑣉𑣁𑣌𑣉𑣁𑣄 𑣚𑣁𑣗 𑣖𑣈𑣓𑣄.

𑢸𑣆𑣒𑣂 𑣕𑣓 𑣕𑣁𑣁𑣅𑣕𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣕𑣈 𑣙𑣉𑣅𑣉𑣎𑣋𑣜 𑣎𑣉𑣊, 𑣞𑣉𑣜𑣌𑣁𑣜 𑣎𑣉𑣊 𑣓𑣈𑣓 𑣘𑣈𑣄 𑣗𑣈𑣗𑣉𑣞𑣕𑣙𑣁 𑣞𑣉𑣗𑣈𑣓 𑣕𑣄 𑣜𑣈 𑣖𑣈𑣓𑣄.

𑣈𑣓𑣁𑣌𑣉 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣏𑣂 𑣌𑣉𑣁𑣌𑣉𑣅𑣕𑣈 𑣈𑣜𑣁𑣌𑣉 𑣌𑣉𑣖 𑣔𑣉𑣜𑣖𑣁𑣌𑣉 𑣈𑣖𑣁𑣌𑣉 𑣕𑣓𑣁, 𑣁𑣌𑣉𑣁𑣄 𑣆𑣔𑣂𑣌𑣈𑣕𑣈 𑣓𑣉𑣌𑣉𑣜𑣂𑣜𑣈𑣅𑣁 𑣌𑣉𑣖𑣌𑣉 𑣇𑣔𑣃𑣗𑣈 𑣌𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣌𑣉 𑣙𑣂𑣀𑣞𑣁 𑣗𑣆𑣓𑣚𑣋𑣂𑣑 𑣘𑣃𑣜𑣄 𑣞𑣁𑣓𑣀 𑣖𑣈𑣓𑣄.

𑣈𑣜𑣁𑣗𑣁𑣔𑣂 𑣕𑣈 𑣓𑣈𑣓 𑣘𑣈𑣄 𑣗𑣂𑣜𑣉𑣔 𑣕𑣈 𑣕𑣘𑣁𑣊 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣉𑣌𑣉 𑣚𑣋𑣂𑣑 𑣖𑣂𑣅𑣈𑣑 𑣓𑣈𑣅𑣁𑣅 𑣉𑣓𑣑𑣉𑣄 𑣞𑣉𑣖𑣁𑣓 𑣙𑣁𑣜𑣕 𑣙𑣁𑣞𑣁 𑣗𑣆𑣓 𑣗𑣂𑣝𑣉𑣅𑣕𑣈

𑣓𑣈𑣅𑣁 𑣖𑣂𑣅𑣈𑣑 𑣔𑣂𑣝𑣃𑣖 𑣗𑣆 𑣗𑣈𑣜𑣈𑣑 𑣗𑣂𑣝𑣉𑣅𑣕𑣈 𑣎𑣁𑣓𑣜𑣈 𑣈𑣜𑣁𑣌𑣉 𑣖𑣈𑣞𑣁𑣓 𑣚𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣙𑣂𑣚𑣁 𑣙𑣂𑣘𑣂𑣚𑣁 𑣗𑣁𑣋𑣈 𑣌𑣈𑣕𑣈 𑣓𑣂𑣚𑣉𑣜𑣁𑣄 𑣎𑣂𑣗𑣉𑣓 𑣎𑣂𑣞𑣃𑣌𑣃𑣕𑣈 𑣎𑣂𑣆𑣑 𑣖𑣈𑣓𑣄𑣌𑣉𑣁.


Educational opportunities and resources available for students who are not physically present at a school, typically for the purpose of completing a degree, have been increasing in recent years.

This is due in part to the growth of online learning, which has made it possible for students to take courses from anywhere in the world.

There are a number of different online learning platforms that students can use to complete their degrees.

Some of the most popular platforms include Coursera, edX, and Udacity.

These platforms offer a variety of courses from top universities and colleges, and students can choose to take courses for credit or audit them for free.

In addition to online learning platforms, there are also a number of other resources available to students who are not physically present at a school.

These resources include online libraries, tutoring services, and writing centers.

Students can also find support from online communities of other students who are also working to complete their degrees.

The following is a quote from someone else about the benefits of online learning: "Online learning is a great option for students who want to earn a degree or certificate without having to attend classes on campus.

It's also a good option for students who have busy schedules or who live in remote areas.

𑢩𑣌𑣉𑣓 𑣘𑣒𑣃𑣁 𑣙𑣉𑣓 𑣌𑣉 𑣑𑣂𑣋𑣜𑣂 𑣘𑣃𑣜𑣅 𑣚𑣋𑣂𑣑 𑣎𑣁𑣓 𑣖𑣉𑣀𑣑𑣉 𑣜𑣈 𑣞𑣖 𑣙𑣉𑣛𑣖𑣉 𑣌𑣁𑣌𑣉 𑣕𑣆𑣓𑣁, 𑣁𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣖𑣈𑣓𑣄 𑣌𑣑 𑣘𑣘𑣁𑣔𑣂𑣜 𑣆𑣑𑣈 𑣕𑣈𑣅𑣄 𑣉𑣛𑣉𑣄 𑣎𑣂𑣓𑣂𑣝 𑣌𑣉 𑣓𑣈 𑣞𑣂𑣜𑣖𑣁 𑣘𑣃𑣜𑣄 𑣓𑣉𑣄 𑣞𑣀𑣋𑣂𑣅𑣉𑣄 𑣕𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣎𑣉𑣌𑣁 𑣓𑣉𑣄 𑣉𑣓𑣚𑣆𑣓 𑣘𑣘𑣁𑣔𑣂𑣜 𑣜𑣈𑣅𑣄 𑣗𑣈𑣜𑣈𑣑-𑣗𑣂𑣜𑣂𑣑 𑣕𑣈 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣙𑣉𑣓 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣋𑣉𑣒𑣁 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣎𑣁 𑣕𑣄𑣅 𑣕𑣈 𑣜𑣈𑣅𑣉𑣙 𑣘𑣁𑣒 𑣆𑣑𑣈 𑣕𑣈𑣅𑣄 𑣞𑣃𑣗𑣂𑣞𑣕𑣁𑣄 𑣗𑣆 𑣌𑣈𑣑𑣁.

𑢨𑣓𑣌𑣓 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣉𑣓𑣚𑣆𑣓 𑣘𑣙𑣛𑣁𑣉 𑣘𑣘𑣁𑣔𑣂𑣜 𑣖𑣉𑣀𑣑𑣉 𑣌𑣉 𑣖𑣈𑣓𑣄, 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑣘𑣁𑣒𑣃𑣁𑣙 𑣌𑣉 𑣁𑣘𑣓𑣄 𑣑𑣂𑣋𑣜𑣂 𑣘𑣜𑣅 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣘𑣆𑣒𑣂 𑣔𑣆𑣅𑣁.

𑢵𑣜𑣁 𑣓𑣃𑣕𑣃𑣖𑣓 𑣘𑣈𑣚𑣈𑣒𑣘𑣙𑣉𑣜𑣖 𑣌𑣉𑣜𑣈 𑢬𑣇𑣜𑣞𑣈𑣜𑣁, 𑢨𑣑𑣈𑣌𑣞 𑣉𑣛𑣉𑣄 𑢧𑣑𑣁𑣞𑣂𑣒𑣂 𑣖𑣈𑣓𑣄.

𑢳𑣈𑣓 𑣘𑣈𑣚𑣈𑣒𑣘𑣙𑣉𑣜𑣖 𑣌𑣉 𑣖𑣜𑣀 𑣖𑣜𑣀 𑢮𑣃𑣖𑣃𑣚𑣅 𑣉𑣛𑣉𑣄 𑢬𑣉𑣚𑣈𑣎 𑣁𑣅 𑣕𑣈 𑣕𑣀𑣋𑣓 𑣕𑣀𑣋𑣓 𑣜𑣉𑣌𑣉𑣖 𑣜𑣈𑣅𑣄 𑣘𑣁𑣒𑣞𑣃𑣕𑣃𑣄 𑣆𑣑𑣈 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣈𑣖𑣈𑣅𑣁, 𑣉𑣛𑣉𑣄 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣌𑣜𑣈𑣑𑣂𑣒 𑣚𑣋𑣂𑣑 𑣘𑣁𑣒𑣞𑣃𑣕𑣃𑣄 𑣆𑣑𑣂𑣆 𑣕𑣈𑣅𑣄 𑣗𑣓𑣜𑣈 𑣞𑣖𑣁 𑣕𑣈 𑣁𑣌𑣉'𑣄 𑣉𑣑𑣂𑣒 𑣌𑣉 𑣞𑣚𑣁 𑣔𑣆𑣅𑣁.

𑢩𑣓𑣚𑣆𑣓 𑣆𑣕𑣃𑣊 𑣘𑣈𑣚𑣈𑣒𑣘𑣙𑣉𑣜𑣖 𑣗𑣋𑣈 𑣌𑣈𑣙𑣕𑣈, 𑣈𑣓 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣒𑣄 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣉 𑣖𑣈𑣓𑣄, 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣞𑣖 𑣙𑣉𑣛𑣖𑣉 𑣖𑣉𑣀𑣑𑣉 𑣕𑣈 𑣌𑣁𑣌𑣉 𑣙𑣃𑣎𑣃𑣄 𑣔𑣆𑣅𑣁.

𑢳𑣈𑣓 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣜𑣈 𑣉𑣓𑣚𑣆𑣓 𑣘𑣃𑣕𑣂𑣉𑣁'𑣄, 𑣒𑣂𑣅𑣃𑣞𑣁𑣓 𑣞𑣈𑣗𑣁 𑣉𑣛𑣉𑣄 𑣉𑣓𑣉𑣚 𑣞𑣈𑣓𑣒𑣁𑣜 𑣌𑣉 𑣖𑣈𑣓𑣄.

𑢸𑣁𑣒𑣃𑣁𑣙 𑣌𑣉 𑣈𑣒𑣄 𑣙𑣉𑣓 𑣌𑣉'𑣄 𑣉𑣓𑣚𑣆𑣓 𑣌𑣃𑣖𑣃𑣒𑣂 𑣌𑣉𑣁𑣈 𑣕𑣈 𑣜𑣈𑣅𑣉𑣙 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣆𑣑 𑣔𑣆𑣅𑣁, 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣁𑣘𑣓𑣄 𑣑𑣂𑣋𑣜𑣂 𑣘𑣜𑣅 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣓𑣚𑣁 𑣕𑣓𑣁.

𑢺𑣕𑣜 𑣉𑣓𑣉𑣚 𑣉𑣓𑣚𑣆𑣓 𑣈𑣓𑣈𑣕𑣉𑣊 𑣜𑣈𑣅𑣄 𑣚𑣘𑣁 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣎𑣁𑣓 𑣈𑣒𑣄 𑣙𑣉𑣉'𑣄 𑣌𑣓𑣁𑣎𑣂 𑣖𑣈𑣓𑣄 : " 𑢩𑣓𑣚𑣆𑣓 𑣆𑣓𑣂𑣕𑣃𑣊 𑣈𑣓 𑣘𑣁𑣒𑣃𑣁𑣙 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣞𑣃𑣋𑣛𑣁 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣖𑣀𑣑𑣉 𑣕𑣈 𑣌𑣁 𑣙𑣃𑣎𑣃𑣄 𑣌𑣈𑣓𑣅 𑣕𑣈 𑣜𑣈𑣅𑣉𑣙 𑣑𑣂𑣋𑣜𑣂 𑣗𑣓𑣜𑣈 𑣘𑣉𑣜𑣖𑣁𑣓 𑣞𑣌𑣖 𑣌𑣉 𑣆𑣑 𑣞𑣓𑣀𑣁."

𑢳𑣈𑣅𑣁 𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑𑣉𑣙 𑣈𑣞𑣃 𑣞𑣃𑣋𑣛 𑣖𑣈𑣓𑣄 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣌𑣖𑣂𑣌𑣃𑣜𑣃𑣆𑣑 𑣜𑣈 𑣗𑣅𑣞𑣕𑣉 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁 𑣗𑣓𑣜𑣈 𑣉𑣌𑣉𑣓 𑣌𑣉 𑣞𑣀𑣋𑣂𑣓 𑣒𑣅𑣑 𑣜𑣈𑣌𑣉 𑣕𑣆𑣓 𑣕𑣓𑣁.


One day, a young woman was walking home from work when she was attacked by a man.

She was scared and didn't know what to do.

But then she remembered something she had learned in a self-defense class: if you're ever attacked, turn and face your attacker.

This will make it more difficult for them to harm you.

The woman turned and faced her attacker.

She was scared, but she was also determined to fight back.

She raised her arms and blocked the man's punches.

She kicked him in the shins and kneed him in the stomach.

The man was surprised by the woman's strength and determination.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣓, 𑣖𑣂𑣅𑣑 𑣙𑣘𑣁𑣓𑣃𑣖 𑣘𑣆𑣒𑣂 𑣚𑣋𑣂𑣑 𑣉𑣁'𑣄 𑣕𑣈𑣄 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣆𑣖𑣂𑣕𑣀 𑣖𑣂𑣅𑣑 𑣙𑣉𑣉 𑢨 𑣏𑣈𑣕𑣓 𑣜𑣈𑣄 𑣙𑣖𑣚𑣁 𑣌𑣈𑣑𑣁.

𑢨 𑣗𑣉𑣜𑣉 𑣌𑣈𑣑 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣌𑣁'𑢨 𑣞𑣉𑣖𑣎𑣁𑣉𑣄 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣏𑣂 𑣏𑣈𑣓𑣄𑣈 𑣏𑣂𑣌𑣁𑣅𑣁.

𑢯𑣓𑣗 𑢨 𑣈𑣓𑣁𑣈 𑣇𑣛𑣃𑣄 𑣗𑣈𑣒𑣁 𑣌𑣈𑣑𑣁 𑣉𑣌𑣉𑣓𑣁 𑣗𑣁𑣜𑣁 𑣜𑣈 𑣓𑣂𑣎𑣈 𑣗𑣓𑣏𑣁𑣉 𑣚𑣋𑣂𑣑𑣈𑣄 𑣈𑣕𑣉 𑣚𑣈𑣑𑣁 : 𑢮𑣃𑣔𑣂 𑣏𑣃𑣆𑣚𑣁 𑢶'𑣄 𑣏𑣈𑣕𑣓 𑣜𑣈 𑣙𑣖𑣚𑣁 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣗𑣂𑣅𑣃𑣜𑣈𑣓 𑣖𑣈 𑣉𑣛𑣉𑣄 𑣙𑣖𑣚𑣁 𑣕𑣓𑣂𑣄 𑣌𑣈 𑣞𑣖𑣓𑣀𑣂𑣖.

𑢳𑣈𑣅𑣁 𑣕𑣈 𑢶 𑣉𑣛𑣉𑣄𑣖 𑣓𑣉𑣞𑣌𑣓 𑣜𑣈 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣜𑣄 𑣔𑣈𑣊𑣋𑣁 𑣓𑣖𑣉𑣄 𑣁𑣄.

𑢬𑣃𑣆 𑣕𑣓𑣂𑣄 𑣗𑣂𑣅𑣃𑣜𑣈𑣓 𑣅𑣓𑣁 𑣉𑣛𑣉𑣄 𑣙𑣖𑣚𑣅 𑣕𑣂𑣓𑣂𑣄 𑣚𑣉𑣄 𑣞𑣖𑣓𑣀 𑣅𑣓𑣁.

𑢨 𑣗𑣉𑣜𑣉 𑣜𑣈𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣕𑣘𑣛𑣜 𑣕𑣈𑣅𑣄𑣈 𑣇𑣛𑣃𑣄 𑣌𑣈𑣑𑣁.

𑢨 𑣁𑣅𑣄 𑣕𑣂𑣊 𑣌𑣂𑣊𑣄 𑣕𑣃𑣚 𑣜𑣌𑣗 𑣌𑣈𑣑𑣁 𑣉𑣛𑣉𑣄 𑣈𑣓 𑣙𑣉𑣉'𑣄 𑣋𑣃𑣞𑣈𑣄 𑣞𑣗 𑣜𑣃𑣁 𑣌𑣂𑣅𑣄.

𑢨 𑣁𑣅𑣄 𑣌𑣒𑣁 𑣌𑣂𑣊 𑣜𑣈𑣄 𑣕𑣈𑣋𑣁 𑣌𑣂𑣅𑣄 𑣉𑣛𑣉𑣄 𑣁𑣅𑣄 𑣚𑣆𑣄 𑣜𑣈 𑣏𑣁𑣌𑣃𑣄 𑣞𑣉𑣗𑣉𑣄 𑣌𑣂𑣅𑣄.

𑢨𑣓 𑣙𑣉𑣉 𑣌𑣃𑣆 𑣕𑣓𑣂𑣅𑣄 𑣘𑣈𑣄 𑣉𑣛𑣉𑣄 𑣓𑣈𑣚𑣌𑣓 𑣇𑣛𑣃𑣄 𑣕𑣈 𑣈𑣞𑣃 𑣗𑣂𑣚𑣂𑣌𑣂 𑣋𑣈𑣄 𑣏𑣂𑣜𑣋𑣚 𑣌𑣈𑣑𑣁.

𑢨 𑣏𑣓𑣗 𑣘𑣁 𑣇𑣞𑣓 𑣆𑣑𑣈𑣓 𑣅𑣓𑣁.


Gender Inequality: A Global Problem Gender inequality is a global problem that has far-reaching consequences for women and girls.

In many countries, women are denied basic rights such as the right to vote, own property, or work outside the home.

They are also more likely to experience violence, poverty, and discrimination.

There are many factors that contribute to gender inequality, including cultural norms, religious beliefs, and economic disparities.

However, there are also many things that can be done to address this problem.

Governments can pass laws to promote gender equality, and businesses can create policies that support women's rights.

Individuals can also play a role by challenging gender stereotypes and speaking out against discrimination.

The fight for gender equality is a long and difficult one, but it is a fight that is worth fighting.

By working together, we can create a world where all women and girls are treated with respect and have the same opportunities as men.

One example of something that can happen to address gender inequality is that governments can pass laws to promote gender equality. These laws can include measures to address violence against women, ensure equal pay for equal work, and promote women's participation in politics and decision-making.

𑢷𑣃𑣓𑣃𑣚𑣂𑣑 𑣌𑣁𑣗𑣜𑣁𑣗𑣜𑣂: 𑣖𑣂𑣅𑣑 𑣋𑣉𑣒𑣁 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣄 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣗𑣃𑣓𑣃𑣚𑣂𑣑 𑣌𑣁𑣗𑣜𑣁𑣗𑣜𑣂 𑣖𑣂𑣅𑣑 𑣋𑣉𑣒𑣁 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣄 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣕𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣜𑣈𑣅𑣄 𑣈𑣜𑣁 𑣁𑣜 𑣌𑣃𑣆𑣙𑣉𑣓 𑣌𑣉𑣜𑣈 𑣎𑣂𑣚𑣂𑣊 𑣇𑣓𑣃𑣝𑣃𑣜 𑣕𑣆𑣓𑣁.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣄 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈, 𑢬𑣃𑣆 𑣕𑣓 𑣌𑣉𑣌𑣈 𑣗𑣉𑣒 𑣈𑣖, 𑣞𑣉𑣖𑣘𑣉𑣕𑣂 𑣜𑣂𑣌𑣁 𑣗𑣓𑣜𑣈 𑣉𑣁'𑣄𑣅 𑣕𑣈 𑣘𑣂 𑣘𑣁 𑣘𑣆𑣒𑣂 𑣚𑣋𑣂𑣑 𑣞𑣈𑣓𑣉𑣄 𑣚𑣈𑣌𑣓 𑣋𑣉𑣜𑣉𑣎𑣓 𑣈𑣌𑣕𑣂𑣅𑣜 𑣁𑣅𑣕𑣈𑣌𑣉 𑣕𑣉𑣛𑣁 𑣕𑣙𑣌𑣉𑣁.

𑢡𑣌𑣉 𑣜𑣈 𑣙𑣂𑣀𑣞𑣁, 𑣜𑣈𑣊𑣋𑣈𑣄 𑣉𑣛𑣉𑣄 𑣕𑣃𑣚𑣁𑣖𑣚𑣁𑣅 𑣕𑣈𑣅𑣄 𑣗𑣂𑣏𑣜 𑣘𑣃𑣜𑣄 𑣙𑣃𑣎𑣃𑣄 𑣔𑣆𑣅𑣁.

𑢳𑣈𑣓𑣕𑣁𑣄𑣜𑣈 𑣈𑣞𑣃 𑣙𑣉𑣜𑣁𑣌𑣉 𑣖𑣈𑣓𑣁𑣙 𑣎𑣈 𑣎𑣉𑣙𑣓𑣉𑣖 𑣉𑣞𑣉𑣖𑣓 𑣈𑣖𑣈𑣅𑣁𑣞𑣁𑣓𑣞𑣌𑣜𑣃𑣕𑣂𑣌 𑣘𑣂𑣒𑣂𑣌𑣉 𑣔𑣙𑣉𑣜𑣉𑣖 𑣃𑣛𑣃𑣄 𑣉𑣀𑣑𑣉𑣄 𑣁𑣜𑣕𑣙𑣂𑣌 𑣉𑣞𑣉𑣖𑣓𑣌𑣉.

𑢨𑣓𑣌𑣁 𑣔𑣉, 𑣈𑣓𑣌𑣓𑣄 𑣉𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉 𑣖𑣈𑣓𑣄 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑣓𑣈𑣓 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣌𑣉 𑣁𑣕𑣉𑣖 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢾𑣉𑣜𑣌𑣜 𑣗𑣃𑣓𑣃𑣚𑣂𑣑 𑣗𑣜𑣁𑣗𑣜𑣂 𑣆𑣒𑣂𑣊𑣈 𑣚𑣋𑣂𑣑 𑣆𑣁𑣓 𑣌𑣉'𑢨 𑣗𑣆 𑣔𑣆𑣅𑣁, 𑣉𑣛𑣉𑣄 𑣗𑣈𑣘𑣜 𑣇𑣘𑣜 𑣈𑣓𑣌𑣓 𑣁𑣆𑣓 𑣌𑣉 𑣗𑣆 𑣔𑣆𑣅𑣁 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑣌𑣃𑣆𑣙𑣉𑣓 𑣌𑣉'𑣄 𑣈𑣕𑣂𑣅𑣜 𑣚𑣋𑣂𑣑 𑣈𑣅𑣁 𑣙𑣉𑣀 𑣅𑣄.

𑢹𑣉𑣉 𑣗𑣃𑣓𑣃𑣚𑣂𑣑 𑣏𑣉𑣚𑣉𑣓 𑣜𑣈𑣅𑣄 𑣞𑣖𑣓𑣀 𑣌𑣈𑣙𑣕𑣈 𑣉𑣛𑣉𑣄 𑣙𑣂𑣀𑣞𑣁 𑣏𑣈𑣓𑣒𑣁 𑣜𑣈𑣅𑣄 𑣗𑣔𑣁𑣗𑣔𑣂 𑣜𑣈 𑣌𑣎𑣂 𑣌𑣈𑣙𑣕𑣈 𑣜𑣉𑣚 𑣔𑣆𑣅𑣄.

𑢷𑣃𑣓𑣃𑣚𑣂𑣑 𑣗𑣜𑣁𑣗𑣜𑣂 𑣜𑣈𑣅𑣄 𑣚𑣛𑣆 𑣎𑣂𑣚𑣂𑣊 𑣋𑣈𑣅𑣁 𑣉𑣛𑣉𑣄 𑣎𑣂𑣚𑣂𑣊 𑣋𑣈𑣅𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣚𑣛𑣆 𑣔𑣆 𑣚𑣈𑣌𑣓 𑣚𑣛𑣆 𑣕𑣓𑣁.

𑢶𑣂𑣑 𑣖𑣉𑣎𑣉𑣕𑣉 𑣕𑣈 𑣘𑣆𑣒𑣂 𑣌𑣈𑣙𑣕𑣈, 𑣁𑣗𑣃 𑣖𑣂𑣅𑣑 𑣈𑣓𑣌𑣓 𑣔𑣂𑣝𑣃𑣖 𑣗𑣃 𑣗𑣆 𑣔𑣆𑣅𑣁 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣞𑣗𑣈𑣓 𑣈𑣜𑣁𑣕𑣓 𑣌𑣉 𑣁𑣜 𑣌𑣃𑣆𑣙𑣉𑣓 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣗𑣜𑣁𑣗𑣜𑣂 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣙𑣉𑣗𑣁𑣓𑣁 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣌𑣈 𑣌𑣉𑣁𑣙𑣉𑣓 𑣌𑣉 𑣗𑣜𑣁𑣗𑣜𑣂 𑣘𑣆𑣒𑣂 𑣌𑣉 𑣓𑣖𑣈𑣅𑣁.

𑢷𑣃𑣓𑣃𑣚𑣂𑣑 𑣌𑣁𑣗𑣜𑣁𑣗𑣜𑣂 𑣁𑣕𑣉𑣖𑣈 𑣚𑣋𑣂𑣑 𑣉𑣌𑣉𑣓𑣁 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄 𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣇𑣓𑣃𑣔𑣃𑣗 𑣓𑣈𑣅𑣁 𑣕𑣓𑣁 𑣏𑣂 𑣞𑣉𑣜𑣌𑣜 𑣗𑣃𑣓𑣃𑣚𑣂𑣑 𑣗𑣜𑣁𑣗𑣜𑣂 𑣌𑣉 𑣕𑣈𑣓𑣈𑣜𑣞𑣁 𑣚𑣋𑣂𑣑 𑣁𑣆𑣓𑣄 𑣗𑣆 𑣔𑣆𑣅𑣁. 𑣓𑣈𑣓 𑣁𑣆𑣓 𑣌𑣉𑣜𑣈 𑣌𑣃𑣆𑣙𑣉𑣓 𑣌𑣉'𑣄 𑣌𑣂𑣚𑣁𑣘 𑣙𑣂𑣀𑣞𑣁 𑣏𑣈𑣓𑣒𑣁 𑣌𑣉 𑣆𑣊𑣋𑣃𑣚𑣈 𑣚𑣋𑣂𑣑, 𑣖𑣂𑣑𑣋𑣈𑣓 𑣘𑣓𑣆𑣒𑣂 𑣚𑣋𑣂𑣑 𑣖𑣈𑣑𑣋𑣈 𑣗𑣈𑣕𑣉𑣓 𑣈𑣖𑣁 𑣌𑣉 𑣕𑣈𑣅𑣄 𑣚𑣋𑣂𑣑 𑣉𑣛𑣉𑣄 𑣜𑣁𑣎𑣓𑣂𑣕𑣂 𑣁𑣜 𑣓𑣂𑣜𑣓𑣁𑣅 𑣆𑣑𑣈 𑣚𑣋𑣂𑣑 𑣌𑣃𑣆 𑣙𑣉𑣓 𑣌𑣉'𑣄 𑣙𑣂𑣓𑣂𑣕𑣑 𑣌𑣉 𑣕𑣈𑣜𑣞𑣅 𑣚𑣋𑣂𑣑 𑣇𑣘𑣅 𑣌𑣉 𑣖𑣈𑣞𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.


Poverty and hunger are major problems that affect millions of people around the world.

The World Bank estimates that 1.3 billion people live in absolute poverty, meaning they live on less than $1.90 per day.

This level of poverty is not only devastating for individuals, but it also has a larger impact on society as a whole.

For example, poverty is often associated with higher rates of crime, violence, and social unrest.

There are a number of factors that contribute to poverty and hunger, including war, natural disasters, and economic inequality.

However, one of the biggest contributing factors is simply a lack of opportunity.

In many developing countries, people lack access to education, healthcare, and other basic services.

This makes it difficult for them to find jobs and earn a living wage.

There are a number of things that can be done to address these problems, including providing education and job training, improving access to healthcare, and promoting economic growth.

𑢼𑣈𑣊𑣈 𑣜𑣁𑣗𑣁𑣊 𑣈𑣞𑣃 𑣖𑣁𑣜𑣁𑣊 𑣞𑣉𑣖𑣉𑣞𑣅𑣁 𑣕𑣁𑣓𑣁 𑣎𑣁𑣓𑣁 𑣕𑣈 𑣏𑣂 𑣋𑣉𑣒𑣁 𑣔𑣂𑣞𑣃𑣖 𑣙𑣉 𑣌𑣉 𑣎𑣁𑣜𑣂 𑣅𑣁 𑣌𑣁𑣓𑣁.

𑢴𑣃𑣓𑣂𑣅𑣁 𑢷𑣈𑣌 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣡.𑣣 𑣗𑣂𑣚𑣂𑣅𑣓 𑣙𑣉 𑣌𑣉 𑣜𑣈𑣓𑣊 𑣜𑣈𑣋𑣈 𑣌𑣉 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣖𑣁𑣓𑣈 𑣏𑣂 𑣁𑣌𑣉 𑣡.𑣩𑣠 𑣑𑣉𑣚𑣜 𑣅𑣈 𑣕𑣈 𑣚𑣁𑣕𑣁𑣜 𑣜𑣈𑣌𑣉 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁.

𑢼𑣈𑣓𑣊𑣈 𑣞𑣁𑣖𑣁 𑣈𑣌𑣚𑣁 𑣚𑣁𑣋𑣈𑣑 𑣋𑣈 𑣌𑣁 𑣎𑣁𑣜𑣂𑣅𑣈, 𑣈𑣓𑣁 𑣚𑣉 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈𑣅𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣕𑣈 𑣈𑣓𑣁 𑣜𑣈 𑣘𑣉𑣜𑣉𑣗𑣁𑣗 𑣒𑣉𑣙𑣉𑣓𑣁.

𑢬𑣁𑣎𑣂 𑣜𑣈 𑣜𑣈𑣓𑣊𑣈 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣋𑣈 𑣁𑣗𑣃 𑣕𑣁𑣚𑣁 𑣜𑣈 𑣜𑣃𑣘𑣃 𑣕𑣁𑣘𑣁𑣖 𑣋𑣉𑣘𑣉𑣅𑣈 𑣁𑣜 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈 𑣞𑣃𑣌𑣃 𑣌𑣁 𑣕𑣁𑣆𑣓𑣈.

𑢼𑣈𑣓𑣊𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣎𑣂𑣓𑣞𑣉 𑣂𑣔𑣂 𑣌𑣁𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣏𑣂𑣚𑣌𑣈 𑣏𑣂 𑣚𑣁𑣑𑣁𑣆, 𑣁𑣌𑣁𑣚, 𑣙𑣉𑣅𑣉 𑣋𑣁𑣖𑣁 𑣁𑣜 𑣓𑣁𑣚𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣗𑣁𑣜𑣁𑣗𑣁𑣜𑣂 𑣗𑣁𑣓𑣉 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣁𑣔 𑣜𑣈𑣅𑣉 𑣁𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣞𑣁𑣗𑣂𑣓 𑣌𑣉𑣁𑣅𑣈𑣕𑣈 𑣖𑣁𑣜𑣁𑣊 𑣎𑣂𑣓𑣞𑣉 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣒𑣂𑣌 𑣖𑣉𑣌𑣁 𑣌𑣁 𑣓𑣁𑣖𑣉 𑣕𑣈𑣅𑣁.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣑𑣈𑣗𑣈𑣚𑣉𑣘 𑣔𑣈𑣞𑣉 𑣜𑣈𑣅𑣉 𑣈𑣃 𑣘𑣃𑣜𑣈𑣙 𑣙𑣉 𑣌𑣉 𑣘𑣁𑣑𑣁𑣉 𑣚𑣁𑣋𑣈𑣑, 𑣗𑣁𑣑𑣂𑣅𑣈 𑣞𑣁𑣗𑣁𑣞𑣒𑣁 𑣈𑣓𑣁𑣕𑣈 𑣔𑣉𑣜𑣌𑣁𑣜 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣌𑣁𑣌𑣉 𑣓𑣁𑣖𑣈 𑣕𑣁𑣓𑣁.

𑣣 𑣎𑣂𑣓𑣞𑣉 𑣕𑣁𑣓 𑣕𑣁𑣓𑣁 𑣁𑣌𑣉 𑣕𑣁 𑣜𑣈 𑣓𑣁𑣚𑣁 𑣘𑣁𑣆𑣒𑣂 𑣁𑣜 𑣕𑣁𑣆𑣓 𑣚𑣁𑣋𑣈𑣑.

𑢼𑣈𑣓𑣊𑣈 𑣜𑣁𑣗𑣁𑣊 𑣔𑣉 𑣌𑣁𑣗𑣃 𑣙𑣁𑣜 𑣕𑣁𑣆𑣅𑣈.

𑢳𑣈𑣓 𑣕𑣁𑣌𑣚𑣂𑣘 𑣕𑣈𑣅𑣁 𑣞𑣁𑣖𑣁𑣔𑣁𑣓 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣒𑣁𑣜𑣆 𑣚𑣈𑣌𑣁 𑣈𑣓𑣆𑣕𑣈 𑣘𑣁𑣛𑣁𑣉 𑣉𑣓𑣑𑣉𑣙 𑣏𑣁𑣌𑣜𑣂 𑣓𑣁𑣖𑣉 𑣕𑣈𑣅𑣁 𑣞𑣉𑣁𑣞𑣕 𑣓𑣈𑣚𑣗𑣁 𑣚𑣁𑣋𑣂𑣑 𑣞𑣃𑣔𑣁𑣜 𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣙 𑣁𑣜𑣕𑣂𑣌 𑣗𑣂𑣌𑣁𑣞 𑣌𑣉 𑣗𑣁𑣛𑣁𑣉 𑣕𑣈𑣅𑣁 𑣞𑣁𑣖𑣂𑣚 𑣌𑣁𑣓𑣁.


The relationship between teachers and students is a complex one, but it is one that is essential for learning.

Teachers work to impart knowledge and skills to their students, while students learn and grow under their guidance.

This relationship is based on mutual respect and trust, and it is essential for creating a positive learning environment.

One of the most important things that teachers can do is to understand the laws of learning.

These laws help teachers to understand how students learn best, and they can use this knowledge to create lessons that are effective and engaging.

Teachers should also be aware of the different learning styles that students have, and they should tailor their teaching methods to meet the needs of each student.

In addition to teaching students academic content, teachers also play a vital role in shaping their students' future.

They teach students about the importance of hard work, perseverance, and responsibility.

They also help students to develop their social and emotional skills, which are essential for success in life.

The relationship between teachers and students is a powerful one, and it can have a lasting impact on students' lives.

𑢫𑣃𑣜𑣃 𑣁𑣓𑣑𑣉𑣄 𑣘𑣁𑣒𑣃𑣁 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣞𑣁𑣋𑣆 𑣈𑣞𑣃 𑣌𑣈𑣒𑣈𑣄 𑣋𑣈𑣅𑣁 , 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣆𑣓𑣂𑣕𑣃𑣊 𑣓𑣀 𑣋𑣉𑣉𑣎 𑣕𑣓𑣁 .

𑢫𑣃𑣜𑣃 𑣞𑣈𑣀𑣅𑣁 𑣁𑣜 𑣗𑣃𑣔𑣂 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣆𑣓𑣂𑣕𑣃𑣊 𑣓𑣀 , 𑣈𑣓 𑣕𑣈 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣁𑣌𑣂𑣊'𑣄 𑣙𑣉𑣜𑣁 𑣃𑣓𑣃𑣔𑣃𑣗 𑣕𑣈 𑣆𑣓𑣂𑣕𑣃 𑣉𑣓𑣑𑣉𑣄 𑣕𑣈𑣜𑣞𑣁 𑣓𑣁 𑣌𑣉.

𑢳𑣈𑣓 𑣞𑣁𑣋𑣆 𑣔𑣉 𑣖𑣁𑣓 𑣁𑣜 𑣗𑣂𑣞𑣁 𑣜𑣈𑣅𑣁 𑣏𑣉𑣚𑣉𑣓 𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣜𑣁𑣐𑣁𑣞𑣁 𑣆𑣓𑣂𑣕𑣃 𑣘𑣉𑣜𑣂𑣗𑣈𑣞 𑣗𑣁𑣓𑣆 𑣓𑣀 𑣋𑣉𑣜𑣉𑣚 𑣕𑣓𑣁.

𑢾𑣁𑣗𑣂 𑣌𑣉𑣅 𑣕𑣈 𑣖𑣜𑣀 𑣌𑣁𑣓𑣁𑣎𑣂 𑣕𑣓𑣁 𑣏𑣂 𑣋𑣃𑣜𑣃 𑣈𑣓𑣀 𑣆𑣂𑣓𑣂𑣕𑣃 𑣓𑣂𑣅𑣉𑣖 𑣜𑣈𑣅𑣁 𑣞𑣉𑣘𑣉𑣖𑣎𑣁 𑣗𑣆 𑣔𑣆𑣅𑣈 .

𑢳𑣈𑣓 𑣓𑣂𑣅𑣉𑣖 𑣌𑣉 𑣋𑣈 𑣋𑣃𑣜𑣃 𑣌𑣈 𑣔𑣈𑣊𑣋𑣁 𑣈𑣖𑣆𑣅𑣈 𑣏𑣂 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣗𑣁𑣐𑣂𑣅𑣈 𑣕𑣈 𑣈𑣕𑣉 𑣔𑣆𑣅𑣈 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓 𑣞𑣈𑣀𑣅𑣁 𑣈𑣓𑣈𑣕𑣉 𑣕𑣈 𑣋𑣈 𑣁𑣌𑣉 𑣗𑣂𑣞𑣉𑣄 𑣌𑣉 𑣗𑣆 𑣔𑣆𑣅𑣈 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣘𑣜𑣉𑣗𑣁𑣗 𑣉𑣓𑣑𑣉𑣄 𑣘𑣓𑣆𑣒𑣂 𑣁𑣏𑣃𑣓 𑣕𑣓𑣁 .

𑢫𑣃𑣜𑣃 𑣖𑣁𑣓 𑣌𑣉 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣞𑣁𑣗𑣂𑣓 𑣌𑣂𑣞𑣉𑣖 𑣈𑣕𑣉𑣓 𑣕𑣈𑣅𑣁 𑣞𑣉𑣆𑣛𑢢 𑣗𑣂𑣞𑣉𑣅 𑣜𑣈 𑣔𑣉𑣜𑣌𑣁𑣜 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣞𑣁𑣗𑣂𑣓 𑣘𑣁𑣒𑣃𑣁𑣙 𑣌𑣉𑣁𑣙 𑣎𑣉𑣜𑣃𑣜𑣉𑣕 𑣌𑣉 𑣘𑣃𑣜𑣁𑣅 𑣚𑣁𑣋𑣂𑣑 𑣁𑣘𑣓𑣁 𑣈𑣕𑣉𑣓 𑣕𑣈𑣅𑣁 𑣘𑣉𑣌𑣕𑣁 𑣓𑣂𑣅𑣉𑣓𑣖 𑣗𑣂𑣔𑣂 𑣌𑣉 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁 .

𑢸𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣈𑣕𑣉𑣓 𑣕𑣈𑣅𑣁 𑣗𑣂𑣞𑣉𑣅 𑣆𑣓𑣂𑣕𑣃 𑣚𑣉𑣄 𑣕𑣈𑣋𑣃𑣜𑣃 𑣁𑣘𑣓𑣁 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣗𑣙𑣉𑣗𑣂𑣞𑣉𑣕 𑣗𑣁𑣓𑣆 𑣜𑣈 𑣉𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣖𑣁𑣖𑣁𑣜𑣀 𑣗𑣙𑣃𑣖𑣂𑣌𑣁 𑣗𑣆𑣅𑣈 .

𑢡𑣌𑣉 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣌𑣈𑣒𑣈𑣄 𑣌𑣁𑣖𑣂 , 𑣔𑣜𑣃𑣑𑣕𑣁 𑣉𑣛𑣉𑣄 𑣎𑣂𑣖𑣈𑣔𑣁𑣜𑣂 𑣜𑣈𑣅𑣁 𑣖𑣁𑣖𑣁𑣜𑣀 𑣌𑣉 𑣈𑣕𑣉 𑣌𑣉𑣁𑣙

𑢡𑣌𑣉 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉 𑣁𑣌𑣉𑣁𑣙 𑣞𑣁𑣖𑣁𑣎𑣂𑣌 𑣉𑣛𑣉𑣄 𑣗𑣁𑣙𑣗𑣁𑣕𑣖𑣉𑣌 𑣌𑣉𑣇𑣞𑣉𑣚 𑣗𑣂𑣌𑣉𑣞𑣂𑣝𑣕 𑣗𑣆 𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣈𑣖𑣈𑣅𑣁 , 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣞𑣉𑣘𑣉𑣙𑣚𑣕𑣁 𑣓𑣀 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁 .

𑢫𑣃𑣜𑣃 𑣉𑣓𑣑𑣉𑣄 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣕𑣁𑣚𑣁 𑣜𑣈 𑣖𑣂𑣅𑣈𑣑 𑣌𑣈𑣒𑣈𑣄 𑣞𑣉𑣖𑣗𑣉𑣔 𑣖𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣓𑣈𑣅𑣁 𑣘𑣁𑣒𑣃𑣁 𑣌𑣉𑣁𑣙 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣞𑣕𑣆 𑣘𑣜𑣉𑣙𑣗𑣁𑣗 𑣕𑣆𑣓𑣁 .


A man walks into a comedy club and orders a filet mignon.

The waiter brings him the steak and he starts to eat it.

After a few bites, he stops and says, "This steak is terrible! It's tough and tasteless."

The waiter replies, "Well, sir, you did order a filet mignon."

"Yes, but I didn't order a raw filet mignon!"

"Sir, all of our steaks are served raw. We require our customers to cook them themselves."

"That's not our problem. We're a comedy club, not a restaurant."

The man angrily gets up and storms out of the club.

𑢶𑣂𑣑𑣁𑣉 𑣙𑣉𑣉 𑣖𑣂𑣅𑣑 𑣌𑣉𑣖𑣈𑣑𑣂 𑣌𑣚𑣉𑣗 𑣞𑣈𑣓 𑣌𑣁𑣕𑣈 𑣖𑣂𑣅𑣑 𑣘𑣙𑣂𑣚𑣈𑣒 𑣖𑣁𑣋𑣓𑣉𑣓 𑣉𑣑𑣁𑣜𑣈 𑣈𑣖𑣈𑣅𑣁.

𑢹𑣉𑣜𑣉 𑣕𑣁𑣓𑣂𑣄 𑣔𑣉 𑣁𑣄𑣈 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣆𑣞𑣒𑣂𑣌𑣈𑣄 𑣁𑣋𑣃 𑣌𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣄𑣈 𑣈𑣓𑣁𑣋 𑣎𑣉𑣖 𑣌𑣈𑣑𑣁 .

𑢮𑣁𑣓𑣁𑣄 𑣙𑣃𑣙𑣄𑣁 𑣌𑣈𑣑 𑣏𑣁𑣓𑣁𑣗 𑣁𑣄𑣈 𑣙𑣁𑣘𑣁𑣅𑣁𑣓𑣁 𑣈𑣓𑣕𑣈 𑣌𑣁𑣎𑣂 𑣌𑣈𑣑𑣁 𑣓𑣈𑣓 𑣆𑣞𑣒𑣂𑣌 𑣔𑣉 𑣗𑣉𑣜𑣉 𑣋𑣈𑣅𑣁 , 𑣓𑣈𑣅𑣁𑣔𑣉 𑣌𑣈𑣛𑣈𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣌𑣁 𑣓𑣉𑣋𑣉𑣑𑣁.

𑢹𑣉𑣜𑣉 𑣕𑣁𑣓𑣂𑣄 𑣌𑣁𑣎𑣂 𑣌𑣈𑣑𑣁 ' 𑣞𑣁𑣜 𑣁𑣗𑣈𑣓 𑣘𑣙𑣂𑣚𑣈𑣒 𑣖𑣁𑣋𑣓𑣉𑣓 𑣗𑣈𑣓 𑣉𑣑𑣁𑣜 𑣕𑣁𑣑𑣁 𑣏𑣂 ?

𑢨𑣅𑣁 , 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣗𑣈𑣜𑣈𑣚 𑣘𑣙𑣂𑣚𑣈𑣒 𑣖𑣁𑣋𑣓𑣉𑣓 𑣔𑣉 𑣌𑣁𑣍 𑣉𑣑𑣁𑣜 𑣚𑣈𑣑𑣁 .

𑢾𑣁𑣜 𑣁𑣚𑣈𑣅𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣆𑣞𑣒𑣂𑣌 𑣗𑣈𑣜𑣈𑣚 𑣕𑣈𑣋𑣈𑣚𑣈 𑣈𑣖𑣈𑣅𑣁 ,𑣁𑣚𑣈𑣅𑣁 𑣋𑣜𑣁𑣙𑣉𑣌 𑣌𑣉𑣔𑣉 𑣁𑣌𑣉𑣕𑣈𑣋𑣈 𑣌𑣉 𑣆𑣞𑣂𑣓 𑣗𑣁𑣞𑣁𑣊 𑣎𑣉𑣖𑣁.

𑢶𑣈𑣓𑣔𑣉 𑢭 𑣖𑣁𑣓𑣑𑣂 𑣗𑣆 𑣌𑣁𑣍 𑣁𑣔𑣁𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣔𑣉 𑣁𑣚𑣈𑣅𑣁 𑣎𑣙𑣁𑣖𑣚𑣁 𑣔𑣉 𑣗𑣁𑣓𑣉 𑣁𑣚𑣈𑣔𑣉 𑣖𑣂𑣅𑣑 𑣌𑣉𑣖𑣈𑣑𑣂 𑣌𑣚𑣉𑣗 , 𑣜𑣈𑣞𑣒𑣃𑣜𑣈𑣓𑣒 𑣔𑣉 𑣗𑣁𑣓𑣉.

𑢨𑣓 𑣙𑣉𑣉 𑣔𑣉 𑣌𑣃𑣜 𑣌𑣃𑣜 𑣚𑣈𑣓𑣕𑣈 𑣌𑣚𑣉𑣗 𑣜𑣈 𑣙𑣉𑣚𑣉𑣞𑣂𑣄 𑣗𑣁𑣆 𑣌𑣈𑣑𑣁.


I'm concerned about the environment and the impact that climate change is having on our planet.

I'm also a big fan of technology and gadgets, so I'm always looking for ways to reduce my carbon footprint without sacrificing my lifestyle.

That's why I'm so excited about renewable and alternative energy sources.

Renewable energy is energy that comes from sources that are naturally replenished, such as solar, wind, and water power.

Alternative energy is energy that comes from sources that are not traditionally used for power generation, such as biomass and geothermal energy.

Both renewable and alternative energy sources are clean and sustainable, meaning they don't produce greenhouse gases or other pollutants.

One of the best ways to make a difference is to switch to renewable energy sources for your home.

You can do this by installing solar panels on your roof, buying a wind turbine, or signing up for a green power plan from your utility company.

You can also reduce your energy consumption by unplugging appliances when you're not using them, turning off the lights when you leave a room, and using energy-efficient appliances.

𑢡𑣗𑣃 𑣋𑣜𑣉𑣙 𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣔𑣁𑣄 𑣋𑣁𑣖𑣁 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣜𑣈𑣅𑣁𑣄 𑣓𑣃𑣌𑣞𑣁𑣓 𑣉𑣀𑣑𑣉𑣄 𑣘𑣉𑣜𑣂𑣗𑣈𑣞 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣁𑣚𑣂𑣍 𑣗𑣃𑣋𑣂𑣚𑣈𑣌𑣁 𑣕𑣈𑣚𑣂𑣍 𑣈𑣕𑣉𑣁𑣓𑣁.

𑢡𑣍 𑣔𑣉 𑣒𑣈𑣌𑣓𑣉𑣚𑣉𑣋𑣂 𑣉𑣀𑣑𑣉𑣄 𑣋𑣈𑣎𑣈𑣒 𑣜𑣈𑣓 𑣈𑣞𑣃 𑣖𑣁𑣜𑣀 𑣘𑣙𑣈𑣓 𑣕𑣁𑣓𑣁𑣚𑣂𑣍 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣚𑣂𑣍 𑣔𑣉 𑣞𑣁𑣗𑣈 𑣝𑣉𑣖𑣉𑣅 𑣁𑣚𑣂𑣍𑣁 𑣚𑣁𑣆𑣘 𑣆𑣞𑣒𑣁𑣆𑣚 𑣞𑣁𑣆𑣕𑣂 𑣜𑣂𑣌𑣁𑣅 𑣕𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣚𑣂𑣍 𑣓𑣁𑣖𑣁 𑣜𑣃𑣁𑣓 𑣕𑣁𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣞𑣂𑣜𑣎𑣉𑣓 𑣗𑣂𑣕𑣂𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣓𑣂𑣖𑣂𑣓 𑣚𑣂𑣍 𑣜𑣀𑣞𑣁 𑣕𑣁𑣓𑣁.

𑢳𑣁𑣖 𑣜𑣃𑣁𑣁𑣓 𑣗𑣂𑣕𑣂 𑣔𑣉 𑣈𑣓 𑣗𑣂𑣕𑣂𑣋𑣈 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣞𑣂𑣍 𑣗𑣉𑣊𑣋𑣁 𑣈𑣖𑣈𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣎𑣈𑣖𑣉𑣓 𑣞𑣂𑣊𑣋𑣂 𑣘𑣈𑣄 𑣙𑣉𑣅𑣉 𑣉𑣀𑣑𑣉𑣄 𑣔𑣁𑣄𑣁.

𑢷𑣉𑣘𑣉𑣔𑣉𑣚 𑣘𑣈𑣄 𑣗𑣂𑣕𑣂 𑣔𑣉 𑣈𑣓 𑣗𑣂𑣕𑣂 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣁𑣗𑣃 𑣎𑣁𑣉 𑣗𑣃 𑣗𑣈𑣗𑣁𑣜 𑣕𑣁𑣓 𑣎𑣂𑣓𑣂𑣝𑣂 𑣌𑣉𑣈𑣕𑣈𑣋𑣈 𑣘𑣈𑣄 𑣗𑣁𑣆𑣓 𑣕𑣈𑣅𑣁𑣄 𑣎𑣈𑣖𑣉𑣓 𑣗𑣂𑣎𑣂𑣚𑣂 𑣗𑣁𑣆𑣓𑣁 𑣎𑣈𑣖𑣉𑣓 𑣗𑣁𑣆𑣉𑣖𑣁𑣞 𑣉𑣀𑣑𑣉𑣄 𑣎𑣂𑣉 𑣕𑣙𑣁𑣜𑣖𑣁𑣚 𑣘𑣈𑣄𑣈.

𑢷𑣉𑣘𑣉𑣔𑣉𑣚 𑣘𑣈𑣄 𑣉𑣀𑣑𑣉𑣄 𑣓𑣁𑣖𑣁 𑣜𑣃𑣁𑣓 𑣘𑣈𑣄𑣈 𑣗𑣁𑣆𑣓 𑣗𑣃𑣒𑣁 𑣔𑣉 𑣞𑣁𑣘𑣁 𑣋𑣈𑣅𑣁 𑣉𑣀𑣑𑣉𑣄 𑣘𑣃𑣜𑣁𑣄 𑣔𑣂𑣓 𑣕𑣁𑣆𑣓𑣁 𑣖𑣁𑣓𑣈 𑣔𑣉 𑣙𑣉𑣅𑣉 𑣏𑣉𑣂 𑣔𑣁𑣄𑣁 𑣌𑣉 𑣌𑣁𑣄𑣈 𑣖𑣁𑣆𑣚𑣁𑣅𑣁.

𑢾𑣁𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣖𑣂𑣅𑣑 𑣙𑣉𑣜𑣁𑣔𑣉 𑣓𑣈𑣅𑣁 𑣌𑣁𑣓𑣁 𑣏𑣂 𑣓𑣁𑣖𑣁 𑣜𑣃𑣁𑣁𑣓 𑣘𑣈𑣄𑣈 𑣗𑣂𑣕𑣂 𑣋𑣈 𑣁𑣘𑣈 𑣉𑣙𑣄𑣁 𑣕𑣈𑣔𑣉 𑣆𑣔𑣂𑣗𑣈𑣓.

𑢩𑣙𑣄𑣁 𑣏𑣈𑣕𑣁𑣓 𑣌𑣉𑣜𑣈 𑣞𑣉𑣚𑣁𑣜 𑣘𑣁𑣓𑣈𑣚 𑣗𑣉𑣞𑣁𑣉 𑣌𑣁𑣕𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣙𑣉𑣅 𑣒𑣁𑣜𑣗𑣁𑣆𑣓 𑣌𑣂𑣜𑣂𑣀 𑣌𑣁𑣕𑣈 𑣌𑣁𑣜𑣈 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣌𑣉𑣈𑣕𑣈 𑣋𑣜𑣂𑣓 𑣘𑣁𑣙𑣄𑣁𑣜 𑣘𑣚𑣁𑣓 𑣌𑣂𑣜𑣂𑣀 𑣌𑣁𑣕𑣈 𑣁𑣗𑣃 𑣓𑣈𑣅𑣁𑣗𑣃 𑣘𑣁𑣆𑣒𑣂 𑣜𑣂𑣌𑣁 𑣔𑣁𑣆𑣅𑣄𑣁.

𑢺𑣁𑣌𑣕𑣂 𑣗𑣁𑣓𑣉𑣄 𑣔𑣂𑣘𑣂𑣚𑣀𑣌𑣉 𑣉𑣙𑣄𑣁 𑣌𑣉𑣜𑣈𑣅𑣁𑣄 𑣗𑣁𑣕𑣂𑣌𑣉 𑣘𑣁𑣀𑣌𑣙𑣁 𑣌𑣉 𑣞𑣃𑣆𑣏 𑣉𑣘 𑣌𑣁𑣕𑣈 𑣜𑣂𑣌𑣁𑣅 𑣜𑣈𑣔𑣉 𑣌𑣉𑣖 𑣋𑣈 𑣈𑣓𑣁𑣜𑣋𑣂 𑣌𑣁𑣜𑣏𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.


Three women are sitting at a table, talking about their cats.

Constance: My cat, Sangeetha, is always there to greet me at the door when I come home from work.

Ayanda: Me too! I have two cats of my own. They make me feel wanted.

Constance: I know what you mean. Sangeetha always makes me feel better when I'm having a bad day.

Aditi: I've always wanted a cat, but I'm allergic.

Ayanda: That's too bad. Cats are really great companions.

Aditi:I know! I've always admired people who have cats. They seem to have such a special bond with their pets.

Constance: I think it's because cats are very independent animals. They don't need you to take care of them every minute of the day.

But they still love you and enjoy your company.

𑢡𑣘𑣂𑣅𑣈 𑣈𑣜𑣁𑣌𑣉 𑣖𑣂𑣅𑣈𑣑 𑣒𑣈𑣗𑣃𑣚𑣜𑣈 𑣔𑣃𑣗𑣁𑣌𑣁𑣓𑣈𑣕𑣈 𑣓𑣂𑣎𑣉𑣜𑣄 𑣗𑣂𑣚𑣈𑣆𑣌𑣉 𑣗𑣂𑣝𑣉𑣅𑣕𑣈𑣌𑣉 𑣎𑣋𑣜 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢬𑣉𑣓𑣟𑣒𑣁𑣓𑣒 : 𑣘𑣆𑣒𑣂𑣕𑣈 𑣉𑣁𑣄𑣍 𑣙𑣃𑣎𑣃𑣄𑣕𑣓 𑣟𑣉𑣖𑣁𑣅𑣜𑣈 𑣁𑣍𑣄 𑣗𑣂𑣚𑣈𑣆 𑣔𑣃𑣜𑣈𑣊 𑣟𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣊 𑣔𑣃𑣁𑣜 𑣜𑣈 𑣁𑣍 𑣗𑣂𑣕𑣂𑣅𑣈𑣖 𑣈𑣖𑣈 𑣕𑣈𑣅𑣄 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢡𑣅𑣁𑣓𑣑𑣁 : 𑣁𑣍𑣉 ! 𑣁𑣍𑣄 𑣗𑣁𑣜𑣂𑣅𑣈 𑣗𑣂𑣚𑣈𑣆 𑣖𑣈𑣓𑣄𑣌𑣂𑣓𑣁. 𑣈𑣓𑣌𑣂𑣓 𑣁𑣍𑣌𑣈 𑣈𑣟𑣃𑣌𑣂𑣍 𑣔𑣉𑣜𑣌𑣁𑣜𑣍𑣁.

𑢬𑣉𑣓𑣟𑣒𑣁𑣓𑣒 : 𑣁𑣍 𑣁𑣔𑣁𑣓𑣁 𑣁𑣖 𑣏𑣈𑣓𑣁𑣖 𑣌𑣁𑣎𑣂 𑣕𑣓𑣁. 𑢮𑣁𑣏𑣂𑣖𑣂𑣕𑣊 𑣁𑣍𑣄 𑣌𑣁𑣜𑣁𑣗 𑣔𑣂𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣆𑣖𑣂𑣕𑣊 𑣔𑣃𑣜𑣊 𑣁𑣍𑣌𑣈 𑣟𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣊 𑣗𑣃𑣋𑣂𑣍 𑣁𑣒𑣁𑣌𑣁𑣜𑣈𑣅𑣁.

𑢡𑣔𑣂𑣕𑣅 : 𑢡𑣍 𑣟𑣗𑣈𑣓 𑣔𑣂𑣘𑣂𑣚𑣊 𑣖𑣂𑣅𑣈𑣑 𑣗𑣂𑣚𑣈𑣆 𑣓𑣈𑣚𑣂 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍 𑣁𑣚𑣁𑣜𑣎𑣂 𑣋𑣈𑣅𑣁𑣍.

𑢡𑣅𑣁𑣓𑣑𑣁: 𑣓𑣈𑣓𑣁 𑣈𑣟𑣃 𑣌𑣁𑣜𑣁𑣗. 𑣗𑣂𑣚𑣈𑣆𑣌𑣉 𑣟𑣁𑣜𑣂𑣕𑣈 𑣈𑣟𑣃 𑣗𑣃𑣋𑣂𑣓 𑣎𑣂𑣛𑣂.

𑢡𑣔𑣂𑣕𑣂: 𑣁𑣍 𑣁𑣔𑣁𑣓𑣁 𑣏𑣂 𑣁𑣍 𑣞𑣁𑣗𑣂𑣓 𑣈𑣓 𑣙𑣉𑣌𑣉 𑣚𑣉 𑣎𑣁𑣋𑣁𑣜𑣄 𑣌𑣁𑣍 𑣏𑣂 𑣈𑣓𑣌𑣉 𑣕𑣁𑣄 𑣗𑣂𑣚𑣆 𑣖𑣈𑣓𑣁 𑣌𑣉𑣁𑣄 𑣈𑣓𑣌𑣁 𑣁𑣔𑣁𑣉𑣄 𑣏𑣂 𑣈𑣓𑣌𑣃𑣅𑣈 𑣘𑣁𑣚𑣕𑣃 𑣎𑣓𑣉𑣁𑣜 𑣌𑣉 𑣚𑣉 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣞𑣉𑣖𑣗𑣉𑣓𑣔 𑣖𑣈𑣓𑣁.

𑢬𑣉𑣓𑣟𑣒𑣁𑣓𑣒: 𑣁𑣍 𑣇𑣛𑣃𑣄𑣆 𑣕𑣓𑣁 𑣓𑣈𑣅𑣁 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣌𑣁𑣜𑣉𑣐 𑣗𑣂𑣚𑣈𑣆𑣌𑣉 𑣈𑣟𑣃 𑣟𑣉𑣁𑣔𑣂𑣓 𑣘𑣜𑣁𑣐𑣂 𑣕𑣓𑣁𑣌𑣉. 𑣖𑣃𑣟𑣂𑣊𑣜𑣈 𑣘𑣜𑣁𑣕𑣂 𑣖𑣂𑣓𑣂𑣒𑣜𑣈 𑣈𑣓𑣁𑣌𑣉 𑣎𑣉𑣕𑣉𑣓 𑣆𑣔𑣂 𑣚𑣋𑣂𑣑 𑣈𑣓𑣌𑣉 𑣁𑣘𑣈𑣅𑣄 𑣌𑣁𑣌𑣉 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢶𑣈𑣓𑣔𑣉 𑣈𑣓𑣕𑣈𑣜𑣈𑣅𑣉 𑣈𑣓𑣌𑣉 𑣁𑣘𑣈𑣖𑣁𑣓𑣌𑣉 𑣗𑣃𑣋𑣂𑣓𑣌𑣉 𑣓𑣖𑣘𑣈𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣘𑣈𑣅𑣄 𑣎𑣃𑣛𑣂𑣅𑣉 𑣜𑣁𑣊𑣟𑣁𑣓𑣁.


Two men, one in his 30s and one in his 50s, are sitting at the bar, drinking.

Young Man: So, I heard that the new head of the liquor board is really cracking down on local stores.

Old Man: Yeah, I heard that too. They're saying that he's going to be doing random inspections of bars and restaurants to make sure that they're not selling liquor to minors.

I mean, it's not fair to the responsible businesses that are following the rules when some other places are just selling liquor to anyone who walks in the door.

Old Man: I agree. But I'm also worried about how it's going to affect my business.

I mean, I'm a good guy. I don't sell liquor to minors.

But I'm also not going to let some government bureaucrat tell me who I can and can't sell liquor to.

Young Man: I get what you're saying. But you have to be careful.

𑢷𑣁𑣜𑣉 𑣙𑣉, 𑣖𑣂𑣑𑣉 30 𑣜𑣈 𑣁𑣜 𑣖𑣂𑣑𑣉 50? 𑣗𑣉𑣞𑣅𑣉𑣞𑣉 𑣙𑣉 𑣌𑣂𑣓 𑣋𑣃𑣔𑣁𑣖 𑣜𑣈 𑣔𑣃𑣗 𑣓𑣃 𑣕𑣁𑣓𑣁 𑣌𑣂𑣓

𑢾𑣈𑣘𑣈𑣑: 𑢡𑣍 𑣁𑣅𑣃𑣖𑣁𑣑𑣁 𑣏𑣂 𑣁𑣜𑣌𑣂 𑣗𑣉𑣑 𑣜𑣈𑣓 𑣓𑣁𑣖𑣁 𑣖𑣃𑣌𑣙𑣂𑣁 𑣔𑣉 𑣙𑣁𑣕𑣃 𑣔𑣃𑣌𑣁𑣓 𑣕𑣁𑣄 𑣜𑣈 𑣆𑣇𑣄 𑣜𑣁𑣘𑣃𑣑𑣈𑣅𑣁𑣓𑣁.

𑢷𑣃𑣛𑣁 𑣙𑣉: 𑢨𑣅𑣁 𑣁𑣍𑣉 𑣋𑣈𑣔𑣁𑣍 𑣁𑣅𑣃𑣖 𑣕𑣁𑣑𑣁 𑣁𑣌𑣉 𑣌𑣁𑣎𑣂𑣆 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣔𑣉 𑣗𑣁𑣁𑣜 𑣌𑣉 𑣉𑣀𑣑𑣉𑣄 𑣙𑣉𑣒𑣈𑣚 𑣌𑣉 𑣗𑣁𑣜𑣁 𑣗𑣁𑣜𑣂 𑣏𑣈𑣌𑣂𑣀𑣈 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣁𑣜𑣌𑣂 𑣔𑣉 𑣙𑣃𑣛𑣂𑣀 𑣙𑣉𑣓 𑣌𑣉 𑣁𑣚𑣉𑣌𑣉 𑣈𑣖𑣁𑣌𑣉 𑣖𑣈𑣓𑣕𑣈 .

𑢾𑣈𑣘𑣈𑣑: 𑢨𑣅𑣁𑣄 𑣈𑣓𑣁𑣔𑣉 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣌𑣁𑣎𑣂 𑣋𑣈 .

𑢨𑣅𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣘𑣁𑣜𑣂 𑣙𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣔𑣉 𑣓𑣂𑣅𑣉𑣖 𑣌𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣈𑣞𑣃 𑣚𑣁𑣌𑣕𑣂 𑣖𑣈𑣓𑣄𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣕𑣁𑣜𑣁 𑣔𑣃𑣌𑣁𑣓𑣂 𑣌𑣉𑣔𑣉 𑣎𑣁𑣆 𑣋𑣈 𑣔𑣃𑣁𑣜 𑣕𑣁𑣄 𑣙𑣃𑣎𑣃𑣅𑣁𑣓𑣁 𑣆𑣓𑣂𑣄 𑣋𑣈𑣌𑣉 𑣈𑣖𑣁 𑣕𑣁𑣓𑣁 .

𑢷𑣃𑣛𑣁 𑣙𑣉: 𑢡𑣍 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣕𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍 𑣁𑣅𑣃𑣖 𑣞𑣁𑣓𑣀 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣓𑣈𑣅𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣁𑣍𑣁 𑣗𑣂𑣎𑣂𑣓𑣈𑣞 𑣏𑣂𑣚𑣂𑣌𑣁𑣕𑣈 𑣓𑣃𑣌𑣞𑣁𑣓𑣄 𑣕𑣁𑣓𑣁.

𑢡𑣍 𑣔𑣉 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉, 𑣁𑣍 𑣔𑣉 𑣙𑣃𑣛𑣂𑣀 𑣙𑣉𑣓𑣌𑣉 𑣔𑣉 𑣁𑣜𑣌𑣂 𑣔𑣉 𑣌𑣁𑣍 𑣈𑣖𑣁𑣌𑣉 𑣕𑣁𑣓𑣁.

𑢶𑣈𑣓𑣔𑣉 𑣁𑣍𑣉 𑣌𑣁𑣍 𑣞𑣁𑣓𑣀 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣞𑣉𑣜𑣌𑣁𑣜𑣂 𑣉𑣘𑣙𑣂𑣞𑣁𑣜 𑣌𑣉 𑣙𑣃𑣎𑣃𑣄 𑣌𑣁𑣕𑣈 𑣌𑣁𑣎𑣂𑣅𑣁𑣍𑣁, 𑣓𑣂𑣆 𑣕𑣁𑣄 𑣜𑣈𑣔𑣉 𑣁𑣜𑣌𑣂 𑣁𑣌𑣁𑣜𑣂𑣀𑣈𑣖𑣈 𑣉𑣀𑣑𑣉𑣄 𑣂𑣓𑣂𑣀 𑣕𑣁𑣄 𑣜𑣈𑣔𑣉 𑣗𑣁𑣓𑣉.

𑢾𑣈𑣘𑣈𑣑: 𑢡𑣍 𑣞𑣉𑣖𑣎𑣁𑣉 𑣅𑣁𑣓𑣁 𑣁𑣖 𑣏𑣈𑣓𑣄𑣁𑣖 𑣌𑣁𑣎𑣂 𑣕𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣁𑣖 𑣈𑣞𑣃 𑣙𑣃𑣞𑣂𑣁𑣜 𑣕𑣁𑣆𑣓 𑣕𑣈𑣖 𑣙𑣉𑣗𑣄𑣁 𑣖𑣈𑣅𑣁.


It's important to remember that dog attacks are rare, and that most dogs are well-behaved and loving creatures.

However, there are certain circumstances that can increase the risk of a dog attack, such as if the dog is not properly trained, if it is feeling threatened, or if it is in a confined space.

In the case of the recent dog attack in which a grandmother was killed, it appears that the dog was not properly trained and that it was feeling threatened by the grandmother's presence.

The dog was a large, powerful breed that had been adopted from a shelter just a few months before the attack.

The grandmother had been visiting her son and his family, and she was sitting on the couch when the dog suddenly attacked her.

The dog bit her multiple times on the head and neck, and she died at the scene.

The dog's owner has said that he was unaware of any history of aggression in the dog, and that he believes the attack was triggered by the grandmother's sudden movement.

However, it is important to note that even well-trained dogs can become aggressive if they are not properly socialized or if they are feeling threatened.

This tragic incident highlights the importance of responsible dog ownership.

𑢳𑣈𑣅𑣁 𑣇𑣛𑣃𑣄𑣆 𑣕𑣈𑣅𑣄 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎𑣁 𑣏𑣂 𑢾𑣈𑣕𑣁 𑣌𑣉 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣋𑣈𑣌𑣉 𑣙𑣃𑣙𑣇'𑣄, 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣜𑣄 𑣕𑣈 𑣔𑣉 𑢾𑣈𑣕𑣁 𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣉𑣛𑣉𑣄 𑣜𑣁𑣀𑣞𑣁𑣓 𑣎𑣂𑣅𑣃 𑣕𑣓𑣁 𑣌𑣉.

𑢨𑣓𑣌𑣁 𑣔𑣉 𑣉𑣌𑣉𑣓 𑣚𑣈𑣌𑣓 𑣞𑣉𑣖𑣅 𑣌𑣉𑣜𑣈 𑣕𑣜𑣁 𑢾𑣈𑣕𑣁 𑣌𑣉 𑣙𑣃𑣇'𑣄 𑣕𑣈𑣅𑣄 𑣗𑣉𑣜𑣉 𑣘𑣃𑣜𑣄 𑣕𑣆𑣓𑣁, 𑣎𑣈𑣖𑣉𑣓 𑣎𑣉𑣔𑣂 𑣞𑣈𑣕𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣒𑣈𑣜𑣓𑣂𑣊 𑣌𑣁𑣌𑣉 𑣈𑣖𑣁 𑣌𑣓 𑣜𑣈, 𑣎𑣉𑣔𑣂 𑣈𑣓 𑣞𑣉𑣖𑣅 𑢨 𑣗𑣉𑣜𑣉𑣅𑣁 𑣗𑣓𑣜𑣈 𑢨 𑣖𑣂𑣑 𑣕𑣄 𑣜𑣈𑣋𑣈 𑣖𑣈𑣓𑣄𑣆𑣅𑣁.

𑢳𑣈 𑣔𑣙𑣜𑣀 𑣋𑣈 𑢾𑣈𑣕𑣁 𑣙𑣃𑣇' 𑣄 𑣜𑣈𑣅𑣄 𑣖𑣁𑣖𑣚𑣁 𑣜𑣈 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣗𑣃𑣛𑣂 𑣈𑣜𑣁'𑣄 𑣋𑣉𑣓𑣉𑣈 𑣙𑣉𑣗𑣁 𑣅𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣈𑣓𑣌𑣁 𑣏𑣂𑣜𑣋𑣚𑣉𑣄 𑣕𑣓𑣁 𑣏𑣂 𑢾𑣈𑣕𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣌𑣁𑣌𑣉 𑣒𑣈𑣜𑣓𑣂𑣊 𑣚𑣂𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑣈𑣓 𑣗𑣃𑣛𑣂 𑣈𑣜𑣁 𑣕𑣆 𑣌𑣈𑣓 𑣕𑣈 𑣞𑣈𑣕𑣁 𑣗𑣉𑣜𑣉 𑣌𑣈𑣑 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢾𑣈𑣕𑣁 𑣖𑣂𑣅𑣑 𑣖𑣜𑣀, 𑣘𑣈𑣄 𑣁𑣓 𑣘𑣃𑣍𑣎𑣂 𑣕𑣆𑣌𑣈𑣓𑣁𑣈, 𑣉𑣌𑣉𑣓𑣂 𑣙𑣃𑣁'𑣄 𑣌𑣂𑣑 𑣎𑣉𑣌𑣁 𑣏𑣁𑣀𑣑𑣃𑣄 𑣁𑣅𑣜 𑣋𑣈 𑣖𑣂𑣅𑣑 𑣞𑣈𑣕𑣁 𑣌𑣉 𑣁𑣞𑣃𑣚 𑣒𑣅𑣑 𑣁𑣅 𑣕𑣈𑣌𑣉 𑣙𑣈𑣗𑣈 𑣁𑣞𑣃𑣚 𑣚𑣂𑣑 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢷𑣃𑣛𑣂 𑣈𑣜𑣁 𑣁𑣘𑣓𑣄 𑣙𑣉𑣓 𑣉𑣛𑣉𑣄 𑣉𑣁'𑣄 𑣜𑣈𑣓 𑣌𑣉𑣚𑣉𑣄 𑣓𑣘𑣖 𑣕𑣈𑣄 𑣞𑣈𑣓 𑣚𑣈𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑢨 𑣞𑣉𑣘𑣙𑣁 𑣜𑣈𑣄 𑣔𑣃𑣗 𑣚𑣈𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣀 𑣞𑣈𑣕𑣁 𑢨' 𑣌𑣈𑣄 𑣙𑣃𑣁'𑣄 𑣌𑣂𑣄 𑣅𑣁.

𑢾𑣈𑣕𑣁 𑣁𑣅𑣄 𑣗𑣉𑣄 𑣁𑣜 𑣙𑣉𑣒𑣉𑣄 𑣜𑣈 𑣈𑣞𑣃 𑣔𑣃𑣓𑣁𑣄 𑣙𑣃𑣁'𑣄 𑣌𑣂𑣅𑣄 𑣉𑣛𑣉𑣄 𑣈𑣓𑣕𑣄 𑣜𑣈𑣋𑣈 𑣁𑣅𑣄 𑣋𑣉𑣓𑣉𑣈 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁.

𑢾𑣈𑣕𑣁'𑣄 𑣋𑣃𑣞𑣂𑣅𑣁 𑣌𑣎𑣂 𑣌𑣈𑣑𑣁 𑣏𑣂 𑢨 𑣞𑣈𑣕𑣁 𑣓𑣂𑣖𑣂𑣓𑣄 𑣙𑣃𑣇'𑣄 𑣖𑣈𑣓𑣕𑣈 𑣎𑣉𑣌𑣁𑣉 𑣌𑣍 𑣏𑣂𑣜𑣋𑣚 𑣚𑣈𑣑 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑢨 𑣖𑣈𑣓 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣗𑣃𑣛𑣂 𑣈𑣜𑣁 𑣙𑣉𑣑𑣌𑣜 𑣋𑣈 𑣎𑣁𑣙 𑣓𑣄 𑣌𑣉 𑣏𑣂𑣌𑣁 𑣌𑣈𑣓𑣁 𑣕𑣉𑣜𑣀 𑣈𑣓𑣁 𑣕𑣈𑣄 𑣙𑣃𑣁'𑣄 𑣌𑣂𑣅𑣄.

𑢨𑣓𑣌𑣁 𑣔𑣉 𑣓𑣈𑣅𑣁 𑣇𑣛𑣃𑣄𑣆 𑣕𑣈𑣅𑣄 𑣔𑣉𑣜𑣌𑣜𑣁 𑣏𑣂 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣈𑣕𑣉𑣁 𑣌𑣓 𑢾𑣈𑣕𑣁 𑣌𑣉𑣉 𑣌𑣉 𑣙𑣃𑣇'𑣄 𑣔𑣆𑣅𑣁 𑣎𑣉𑣔𑣂 𑣈𑣓 𑣞𑣈𑣕𑣁 𑣌𑣉 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣌𑣁𑣌𑣉 𑣎𑣁𑣕𑣂𑣅𑣁 𑣌𑣁𑣙𑣓𑣉𑣄 𑣁𑣄 𑣗𑣓𑣜𑣈 𑣎𑣁𑣁𑣓 𑣗𑣉𑣜𑣉 𑣋𑣈𑣌𑣉 𑣏𑣂𑣜𑣋𑣚 𑣌𑣈𑣙𑣜𑣈.

𑢳𑣈𑣓 𑣔𑣃𑣌𑣃 𑣜𑣈𑣅𑣄 𑣋𑣉𑣒𑣉𑣓𑣁 𑣕𑣈 𑢾𑣈𑣕𑣄 𑣁𑣓𑣁𑣞𑣃𑣚 𑣜𑣈𑣅𑣄 𑣖𑣖𑣜𑣀 𑣋𑣉𑣓𑣊 𑣏𑣂𑣜𑣋𑣚𑣉𑣄 𑣁𑣄.


The sci-fi movie industry has been on a downward slide in recent years, with fewer and fewer films being produced.

In fact, a recent study by the Motion Picture Association of America found that the number of sci-fi films released in theaters declined from 20 in 2010 to just 10 in 2015.

There are a number of reasons for this decline, including the rise of superhero movies and the increasing popularity of streaming services.

Superhero movies have become increasingly popular in recent years, thanks to the success of franchises like the Marvel Cinematic Universe and the DC Extended Universe.

These films offer audiences a mix of action, adventure, and spectacle that is often lacking in sci-fi films.

Streaming services have also had a negative impact on the sci-fi movie industry.

These services offer a wide variety of content, including sci-fi films, at a relatively low cost.

This makes it more difficult for sci-fi films to compete in theaters, where they are often priced at a premium.

As a result of these factors, the sci-fi movie industry is in need of a major shake-up.

𑢾𑣁𑣆-𑣘𑣙𑣁𑣆 𑣖𑣃𑣗𑣙𑣂 𑣆𑣓𑣑𑣁𑣞𑣒𑣜𑣂 𑣔𑣉 𑣓𑣈 𑣗𑣁𑣜𑣞𑣂𑣀 𑣔𑣉 𑣈𑣞𑣃 𑣚𑣕𑣁𑣜 𑣜𑣈 𑣆𑣇𑣄𑣁 𑣌𑣁𑣓𑣁 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉 𑣗𑣁𑣆𑣓 𑣕𑣁𑣓𑣁.

𑢡𑣖𑣈𑣜𑣂𑣌𑣁 𑣜𑣈𑣓 𑣖𑣉𑣞𑣉𑣓 𑣘𑣂𑣌𑣏𑣁𑣜 𑣁𑣞𑣉𑣞𑣂𑣇𑣞𑣉𑣓 𑣘𑣁𑣈𑣕𑣈 𑣆𑣞𑣒𑣁𑣑𑣂 𑣌𑣁𑣕𑣈 𑣓𑣈𑣚𑣈𑣅𑣁𑣓𑣁 𑣏𑣂 𑣞𑣁𑣆-𑣘𑣙𑣁𑣆 𑣘𑣙𑣂𑣚𑣂𑣖 𑣘𑣁𑣁𑣅𑣕𑣈 𑣕𑣙𑣂𑣈𑣒𑣉𑣜 𑣌𑣉𑣜𑣈 𑣇𑣔𑣃𑣗𑣈 𑣚𑣈𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣔𑣉 2010 𑣜𑣈𑣔𑣉 20𑣉𑣀𑣑𑣘𑣄 2015 𑣜𑣈𑣔𑣉 10 𑣋𑣈 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢳𑣈𑣅𑣁𑣜𑣈𑣅𑣁𑣄 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣌𑣁𑣜𑣉𑣓 𑣌𑣉 𑣖𑣈𑣓𑣄𑣁 𑣎𑣈𑣖𑣉𑣓 𑣞𑣃𑣘𑣁𑣜 𑣙𑣂𑣜𑣉 𑣞𑣂𑣓𑣈𑣖𑣁 𑣌𑣉 𑣈𑣞𑣃𑣋𑣈 𑣗𑣁𑣆𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣙𑣃𑣛𑣂𑣀 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉 𑣙𑣉𑣉 𑣌𑣉 𑣈𑣞𑣃 𑣌𑣉 𑣞𑣃𑣌𑣃𑣕𑣈 𑣕𑣁𑣓𑣁 .

𑢾𑣃𑣘𑣁𑣜 𑣙𑣂𑣜𑣉 𑣞𑣂𑣓𑣈𑣖𑣁 𑣌𑣉 𑣙𑣉𑣉 𑣌𑣉 𑣓𑣂𑣖𑣂𑣓 𑣌𑣉 𑣞𑣃𑣌𑣃𑣕𑣈 𑣕𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣌𑣉 𑣈𑣞𑣃 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣗𑣂𑣕𑣂𑣅𑣁𑣖 𑣗𑣁𑣐𑣂𑣅𑣁 𑣘𑣙𑣂𑣚𑣂𑣖 𑣗𑣁𑣆𑣕𑣁𑣓 𑣌𑣉 𑣎𑣈𑣖𑣉𑣓 𑣞𑣂𑣓𑣈𑣖𑣁𑣒𑣂𑣌 𑣆𑣇𑣓𑣉𑣗𑣙𑣁𑣜𑣞 𑣉𑣀𑣑𑣉𑣄 𑣑𑣂 𑣞𑣂 𑣈𑣌𑣞𑣒𑣈𑣓𑣑 𑣆𑣇𑣓𑣂𑣗𑣙𑣁𑣜𑣞.

𑢳𑣈𑣓 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣜𑣈𑣔𑣉 𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣁𑣌𑣞𑣉𑣓 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣌𑣉 𑣏𑣂 𑣞𑣁𑣆 𑣘𑣙𑣁𑣆 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉𑣜𑣈𑣔𑣉 𑣌𑣁𑣗𑣃 𑣓𑣁𑣖𑣈 𑣕𑣁𑣓𑣁.

𑢦𑣞𑣒𑣜𑣂𑣖𑣂𑣀 𑣞𑣁𑣜𑣗𑣙𑣂𑣞 𑣅𑣉𑣋𑣈 𑣞𑣁𑣆-𑣘𑣙𑣁𑣆 𑣖𑣃𑣗𑣙𑣂 𑣆𑣓𑣑𑣁𑣞𑣒𑣜𑣂 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄𑣁 𑣕𑣁𑣌𑣚𑣂𑣗 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣞𑣁𑣜𑣗𑣙𑣂𑣞 𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣜𑣉𑣌𑣉𑣖 𑣗𑣂𑣝𑣉𑣅 𑣌𑣉 𑣈𑣖 𑣌𑣈𑣑 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣞𑣁𑣆-𑣘𑣙𑣁𑣆 𑣘𑣙𑣚𑣂𑣖 𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣋𑣉𑣓𑣉𑣀𑣈 𑣅𑣁𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣞𑣁𑣆-𑣘𑣙𑣁𑣆 𑣘𑣙𑣂𑣚𑣂𑣖 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣕𑣙𑣂𑣈𑣒𑣉𑣜 𑣌𑣉𑣜𑣈 𑣘𑣃𑣜𑣁𑣈 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣌𑣉𑣞𑣒𑣉 𑣋𑣈 𑣁𑣔𑣁𑣅𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣉𑣌𑣉𑣓𑣜𑣈 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣌𑣂𑣞𑣕𑣂 𑣜𑣈𑣋𑣈 𑣈𑣖 𑣕𑣈 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑢳𑣈𑣚𑣁𑣌𑣁𑣓 𑣌𑣁𑣜𑣉𑣓 𑣌𑣉 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣞𑣁𑣆-𑣘𑣙𑣁𑣆 𑣖𑣃𑣗𑣙𑣂 𑣆𑣓𑣑𑣁𑣞𑣒𑣜𑣂 𑣔𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣔𑣈𑣊𑣋𑣁 𑣜𑣈𑣅𑣁𑣄 𑣚𑣁𑣌𑣕𑣂 𑣙𑣉𑣗𑣁𑣎𑣁𑣓𑣁.


Paul was an adolescent who was always getting into trouble.

He was always getting into fights, drinking, and skipping school.

One day, he was drinking with his friends when they decided to go to the Trump rally.

They got there and started chanting "lock her up" and "build the wall" Paul was having a great time until he saw a sign that said "no minors" He realized that he was too young to be there, and he started to panic.

He tried to leave, but the crowd was too big.

He was stuck there, and he didn't know what to do.

Suddenly, a woman came up to him and asked him if he was okay.

Paul told her that he was lost and didn't know how to get home.

The woman helped Paul find his way out of the crowd, and she gave him her phone number in case he ever needed help again.

𑢸𑣁𑣇𑣚 𑣔𑣉 𑣖𑣂𑣑𑣁𑣉 𑣎𑣃𑣁𑣓 𑣈𑣘𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣀 𑣁𑣞𑣃𑣗𑣂𑣔𑣙𑣁 𑣜𑣈𑣋𑣈 𑣓𑣃𑣜𑣉𑣄𑣁.

𑢡𑣄𑣈 𑣞𑣁𑣗𑣈𑣓 𑣞𑣉𑣖𑣉𑣅 𑣕𑣁𑣘𑣁𑣀, 𑣓𑣃𑣇 𑣉𑣀𑣑𑣉𑣄 𑣆𑣞𑣌𑣃𑣚𑣈𑣈𑣕𑣈 𑣓𑣂𑣜 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣜𑣈𑣋𑣈 𑣕𑣁𑣆𑣓𑣁 .

𑢶𑣃𑣞𑣂𑣀 𑣔𑣉 𑣁𑣅𑣁𑣄 𑣆𑣞𑣌𑣃𑣚 𑣎𑣃𑣛𑣂 𑣞𑣈𑣘𑣈𑣑 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣓𑣃𑣇 𑣌𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁𑣄 𑣁𑣌𑣉 𑣒𑣜𑣉𑣖𑣘 𑣜𑣈𑣚𑣂 𑣜𑣈 𑣞𑣈𑣓𑣉𑣄 𑣖𑣂𑣝𑣁𑣓 𑣕𑣈𑣅𑣁𑣄 𑣌𑣉 𑣞𑣁𑣓𑣁𑣀 𑣎𑣁𑣓𑣁.

𑢡𑣌𑣉 𑣈𑣓𑣕𑣁𑣄 𑣌𑣉 𑣞𑣈𑣓𑣉𑣄 𑣅𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣜𑣈𑣌𑣉 𑣗𑣉𑣚𑣉𑣅𑣁𑣓𑣁 𑣈𑣓𑣕𑣈𑣌𑣉 𑣌𑣁𑣌𑣚𑣁 𑣌𑣈𑣑𑣁 '𑣎𑣂𑣙𑣉𑣚𑣉𑣆𑣘𑣁' '𑣌𑣁𑣀 𑣕𑣉 𑣗𑣁𑣆𑣆𑣘𑣈' 𑣘𑣁𑣇𑣚 𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣈𑣞𑣃 𑣞𑣉𑣖𑣉𑣅 𑣕𑣁𑣆𑣎𑣁𑣓𑣁, 𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣌𑣁𑣎𑣂𑣅𑣁𑣓𑣁 𑣏𑣂 𑣙𑣉𑣓 𑣌𑣉 𑣔𑣉 𑣗𑣁𑣓𑣉 , 𑣁𑣄𑣈 𑣔𑣉 𑣈𑣞𑣃 𑣙𑣃𑣛𑣂𑣀 𑣋𑣈𑣅𑣁 𑣈𑣓𑣕𑣁𑣜𑣈 𑣌𑣁𑣄𑣈 𑣕𑣁𑣆 𑣔𑣁𑣆𑣅𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣈𑣞𑣃 𑣗𑣉𑣜𑣉 𑣅𑣁𑣓𑣁.

𑢨𑣓𑣕𑣁𑣄 𑣅𑣈𑣕𑣈 𑣉𑣓𑣑𑣉𑣀 𑣕𑣈𑣅𑣁𑣄 𑣞𑣁𑣓𑣁𑣀 𑣎𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣌𑣁𑣄𑣈 𑣉𑣓𑣑𑣉𑣀 𑣔𑣁𑣆𑣎𑣁𑣓𑣁 𑣓𑣂𑣖𑣂𑣓 𑣗𑣙𑣂𑣆𑣛𑣂 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣄𑣈 𑣔𑣉𑣌𑣉 𑣇𑣔𑣃𑣜 𑣎𑣁𑣚𑣁𑣑 𑣜𑣈𑣓𑣁 𑣌𑣂𑣄𑣁 𑣏𑣈𑣓𑣁𑣄 𑣖𑣁𑣕𑣈 𑣏𑣂𑣌𑣁𑣅𑣁.

𑢶𑣂𑣑𑣁𑣉 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣙𑣃𑣎𑣃𑣄 𑣌𑣁𑣕𑣈 𑣌𑣃𑣚𑣂 𑣌𑣂𑣎𑣁 𑣁𑣖 𑣒𑣙𑣂𑣌 𑣋𑣈𑣅𑣁 𑣏𑣂?

𑢸𑣁𑣇𑣚 𑣌𑣁𑣎𑣂𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣁𑣑𑣈𑣅𑣁𑣓𑣁 𑣏𑣂𑣚𑣂𑣌𑣁𑣕𑣈 𑣉𑣙𑣄𑣁 𑣕𑣈 𑣜𑣃𑣁𑣄𑣁.

𑢨𑣓 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑣘𑣁𑣇𑣚 𑣌𑣈 𑣈𑣞𑣃𑣄 𑣔𑣈𑣊𑣋𑣁 𑣌𑣂𑣄𑣁 𑣘𑣁𑣇𑣚 𑣙𑣉𑣜𑣁 𑣓𑣁𑣖 𑣌𑣈𑣑𑣁 𑣉𑣙𑣄𑣁 𑣕𑣈𑣄 𑣞𑣈𑣓𑣉𑣄 𑣎𑣁𑣓𑣁 𑣁𑣄𑣈 𑣘𑣁𑣇𑣚 𑣌𑣈 𑣁𑣅𑣁𑣄 𑣘𑣙𑣉𑣓 𑣓𑣉𑣖𑣗𑣉𑣜𑣈𑣄 𑣈𑣖𑣁𑣑𑣂𑣁 𑣎𑣁𑣓 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑𑣕𑣈.


In the past few years, there have been a number of cases of home invasions, natural disasters, and other emergencies that have left people without their homes.

In many of these cases, the victims were not prepared for the event and had to spend a long time recovering.

In order to help people better prepare for these events, a number of companies have developed products and services that can help secure the home.

These products range from security systems to flood-proof safes, and they can help to protect people's homes and belongings in the event of a crime, disaster, or emergency.

One of the most important things to consider when choosing a home security system is the type of crime that is most common in your area.

If you live in a high-crime area, you may want to consider a system that includes features like motion sensors and cameras.

If you live in an area that is prone to natural disasters, you may want to consider a system that is designed to withstand high winds and flooding.

No matter what type of home security system you choose, it is important to make sure that it is installed and maintained properly.

A poorly installed system can be more of a hindrance than a help.

𑢨𑣞𑣃 𑣞𑣂𑣜𑣖𑣁 𑣁𑣅𑣁𑣜 𑣜𑣈𑣅𑣁𑣄 𑣌𑣁𑣎𑣂 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣗𑣂𑣔𑣈𑣞𑣂 𑣁𑣌𑣜𑣉𑣖𑣉𑣐 𑣓𑣈𑣏𑣃𑣜𑣁𑣚 𑣑𑣂𑣎𑣈𑣞𑣒𑣉𑣜𑣞 𑣉𑣑𑣉𑣄 𑣈𑣒𑣁𑣄 𑣆𑣖𑣁𑣜𑣎𑣈𑣓𑣞𑣂 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣙𑣉 𑣌𑣉 𑣉𑣙𑣄𑣁 𑣔𑣃𑣁𑣜 𑣗𑣁𑣋𑣈 𑣌𑣁𑣕𑣈 𑣌𑣉 𑣓𑣂𑣜𑣈𑣅𑣁𑣓𑣁.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣋𑣙𑣉𑣒𑣉𑣐𑣁𑣜𑣈 𑣔𑣃𑣌𑣃 𑣌𑣉𑣞𑣒𑣉 𑣓𑣁𑣖 𑣕𑣁𑣑 𑣙𑣉𑣉 𑣌𑣉 𑣌𑣁𑣌𑣉 𑣞𑣁𑣘𑣚𑣙𑣄𑣁 𑣌𑣁𑣓𑣉𑣄𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣌𑣁𑣕𑣈 𑣜𑣁𑣌𑣁𑣗 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣚𑣁𑣋𑣁𑣕𑣂𑣀𑣁.

𑢡𑣌𑣉 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣌𑣉𑣖𑣘𑣁𑣓𑣂 𑣌𑣉 𑣗𑣁𑣆𑣌𑣈𑣑𑣁 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑣁𑣌𑣉 𑣉𑣙𑣄𑣁 𑣇𑣖𑣗𑣃𑣚 𑣌𑣉 𑣓𑣁𑣖𑣈 𑣌𑣁 𑣖𑣈𑣓𑣕𑣈 .

𑢬𑣜𑣁𑣆𑣖 𑣑𑣂𑣎𑣈𑣞𑣒𑣉𑣜 𑣉𑣀𑣑𑣉𑣄 𑣆𑣖𑣁𑣜𑣎𑣈𑣓𑣞𑣂 𑣔𑣂𑣘𑣂𑣚𑣀 𑣙𑣉𑣉 𑣌𑣉𑣁𑣄 𑣉𑣙𑣄𑣁 𑣔𑣃𑣁𑣜 𑣗𑣂𑣕𑣂 𑣞𑣉𑣖𑣘𑣉𑣕𑣂 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣁𑣈 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣈𑣓𑣁 𑣞𑣁𑣖𑣁𑣓 𑣌𑣉 𑣗𑣁𑣆𑣅𑣎𑣁𑣓𑣁.

𑢩𑣙𑣄𑣁 𑣞𑣂𑣌𑣃𑣜𑣂𑣒𑣂 𑣞𑣂𑣞𑣒𑣉𑣖 𑣞𑣁𑣚𑣁𑣅 𑣕𑣈𑣅𑣁𑣄 𑣅𑣉 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣖𑣁𑣜𑣀 𑣌𑣜𑣁𑣆𑣖 𑣕𑣁𑣓𑣁 𑣓𑣈𑣅𑣁 𑣔𑣉 𑣁𑣘𑣈 𑣉𑣓𑣉𑣏𑣉𑣚 𑣜𑣈 𑣈𑣞𑣃 𑣋𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢸𑣃𑣜𑣁𑣄 𑣌𑣜𑣁𑣆𑣖 𑣈𑣜𑣂𑣁 𑣌𑣉𑣜𑣈𑣘𑣈 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓 𑣜𑣈𑣔𑣉 𑣁𑣘𑣈 𑣞𑣁𑣓𑣀𑣁 𑣏𑣂 𑣁𑣘𑣈 𑣖𑣉𑣞𑣉𑣓 𑣞𑣈𑣓𑣞𑣉𑣜𑣞 𑣉𑣀𑣑𑣉𑣄 𑣌𑣈𑣖𑣜𑣁 𑣌𑣉𑣘𑣈 𑣞𑣁𑣓𑣀𑣉𑣁.

𑢳𑣈𑣏𑣃𑣜𑣁𑣚 𑣑𑣂𑣎𑣈𑣞𑣒𑣁𑣜 𑣙𑣉𑣗𑣁𑣓 𑣈𑣜𑣂𑣁 𑣌𑣉𑣜𑣈𑣘𑣈 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓 𑣜𑣈𑣔𑣉 𑣘𑣃𑣜𑣁𑣄 𑣙𑣉𑣅𑣉 𑣉𑣀𑣑𑣉𑣄 𑣗𑣉𑣈𑣓𑣁 𑣔𑣁𑣄𑣁 𑣔𑣁𑣜𑣉𑣖 𑣔𑣁𑣆 𑣚𑣈𑣌𑣁𑣓 𑣉𑣙𑣄𑣁 𑣌𑣉𑣘𑣈 𑣞𑣁𑣓𑣀 𑣋𑣈𑣅𑣁.

𑢮𑣁 𑣚𑣈𑣌𑣁𑣓 𑣉𑣙𑣄𑣁 𑣋𑣈𑣘𑣈 𑣞𑣁𑣚𑣁 𑣌𑣈𑣑 𑣓𑣈𑣅𑣁𑣋𑣈 𑣖𑣁𑣜𑣀 𑣌𑣁𑣎𑣂 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣉𑣙𑣄𑣁 𑣗𑣁𑣆𑣓 𑣌𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣁𑣐𑣂𑣈 𑣚𑣈𑣌𑣁𑣕𑣈 𑣎𑣉𑣕𑣉𑣓𑣉𑣄 𑣌𑣁.

𑢮𑣁 𑣚𑣈𑣌𑣁𑣋𑣈 𑣗𑣁𑣆𑣅𑣁 𑣌𑣁𑣓 𑣉𑣙𑣄𑣁 𑣌𑣉𑣔𑣉 𑣔𑣈𑣊𑣋𑣁 𑣌𑣁𑣕𑣈 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣎𑣈𑣕𑣁𑣓 𑣋𑣉𑣓𑣀 𑣋𑣈 𑣗𑣁𑣓𑣉𑣄𑣁.


I remember once seeing a young girl, no more than ten years old, working in a sweatshop in a developing country.

She was making very little money, and her working conditions were terrible.

She was forced to work long hours, and she was not allowed to take breaks.

She was also exposed to dangerous chemicals.

I was very upset by what I saw, and I knew that something had to be done.

I started working with an organization that helps to improve the lives of workers in developing countries.

We have been able to help many workers, including the young girl I saw in the sweatshop.

She is now able to attend school, and she is no longer working in the sweatshop.

I am very proud of the work that we have done, and I know that we are making a difference in the lives of many people.

𑢡𑣍 𑣇𑣛𑣃𑣄 𑣕𑣑𑣁 𑣏𑣂 𑣖𑣂𑣞𑣁 𑣁𑣍 𑣖𑣂𑣅𑣑 𑣙𑣘𑣁𑣓𑣃𑣖 𑣌𑣈, 𑣉𑣌𑣉𑣓𑣂𑣅𑣄 𑣇𑣖𑣜 𑣋𑣈𑣚 𑣞𑣂𑣜𑣖𑣅 𑣕𑣈 𑣚𑣁𑣄 𑣌𑣁 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣖𑣂𑣅𑣑 𑣗𑣈𑣜𑣈𑣑 𑣕𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣖𑣂𑣅𑣑 𑣞𑣃𑣆𑣒𑣜 𑣔𑣃𑣌𑣓 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣕𑣓𑣈𑣍 𑣓𑣈𑣚 𑣌𑣂𑣅𑣄.

𑢨 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣋𑣈 𑣒𑣌𑣁'𑣄 𑣓𑣚𑣅 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣉𑣛𑣉𑣄 𑣁𑣅𑣄 𑣘𑣓𑣆𑣒𑣂 𑣜𑣈 𑣈𑣞𑣃𑣄 𑣕𑣈𑣜𑣈𑣋𑣈𑣍𑣎𑣈 𑣚𑣈𑣓𑣁.

𑢨 𑣌𑣈 𑣈𑣞𑣃 𑣋𑣁𑣙𑣛𑣂 𑣎𑣉𑣊 𑣘𑣆𑣒𑣂 𑣚𑣋𑣂𑣑 𑣌𑣉 𑣎𑣉𑣗𑣉𑣜𑣂 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑢨 𑣌𑣈 𑣎𑣂𑣜𑣁𑣉𑣓 𑣕𑣈𑣅𑣄 𑣁𑣀𑣔𑣈 𑣌𑣁 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢨 𑣈𑣞𑣃 𑣋𑣉 𑣋𑣉'𑢨 𑣚𑣈𑣌𑣓 𑣉𑣖𑣉𑣚 𑣌𑣉'𑣄 𑣕𑣚𑣁 𑣜𑣈𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢡𑣍 𑣉𑣌𑣉𑣓𑣍 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁, 𑣈𑣓𑣁𑣕𑣈 𑣁𑣍 𑣈𑣞𑣃𑣍 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣅𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣍 𑣁𑣔𑣁𑣙𑣓 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣎𑣁𑣓𑣄 𑣇𑣘𑣅 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣍 𑣖𑣂𑣅𑣑 𑣈𑣓𑣌𑣓 𑣌𑣃𑣖𑣃𑣒𑣂 𑣚𑣉𑣄 𑣘𑣆𑣒𑣂𑣍 𑣈𑣒𑣈𑣄 𑣌𑣈𑣑𑣁 𑣉𑣌𑣉𑣓𑣁 𑣗𑣈𑣜𑣈𑣑 𑣕𑣓 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣕𑣓 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣎𑣂𑣓𑣂𑣑 𑣞𑣃𑣔𑣜𑣁𑣉𑣈 𑣚𑣋𑣂𑣑𑣈𑣄 𑣔𑣈𑣙𑣊𑣋𑣄.

𑢡𑣚𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣘𑣆𑣒𑣂 𑣕𑣓 𑣌𑣉𑣚𑣈 𑣔𑣈𑣊𑣋𑣁 𑣔𑣆𑣅 𑣌𑣉𑣁, 𑣈𑣓𑣌𑣉𑣜𑣈 𑣈𑣓 𑣙𑣘𑣁𑣓𑣃𑣖𑣉𑣄 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣂 𑣌𑣈 𑣁𑣍 𑣞𑣃𑣆𑣒𑣁𑣜 𑣔𑣃𑣌𑣓 𑣜𑣈𑣍 𑣓𑣈𑣚 𑣚𑣂𑣄 𑣅𑣁.

𑢦𑣓𑣂 𑣓𑣁𑣄 𑣆𑣞𑣌𑣃𑣚 𑣞𑣈𑣓𑣉𑣄 𑣔𑣆𑣅𑣁, 𑣉𑣀𑣑𑣉𑣄 𑢨 𑣓𑣁𑣄 𑣞𑣃𑣆𑣒𑣁𑣜 𑣔𑣃𑣌𑣓 𑣜𑣈𑣅𑣉𑣙 𑣌𑣁'𑢨 𑣘𑣆𑣒𑣂 𑣕𑣓𑣁.

𑢡𑣚𑣈 𑣉𑣌𑣉𑣓𑣁 𑣚𑣈 𑣘𑣆𑣒𑣂 𑣌𑣈𑣑𑣁 𑣈𑣓 𑣜𑣈 𑣁𑣍𑣄 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣗 𑣖𑣈𑣓𑣄, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣍 𑣁𑣔𑣁𑣓𑣁 𑣏𑣂 𑣁𑣚𑣈 𑣉𑣛𑣉𑣄 𑣋𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣙𑣉𑣉 𑣌𑣉'𑣄 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣗𑣉𑣓𑣔𑣉𑣚 𑣚𑣈 𑣁𑣋𑣃𑣆 𑣕𑣓𑣁.


The rising temperatures and changing precipitation patterns are making it more difficult to grow crops in some areas, while at the same time creating new opportunities for agriculture in other areas.

The overall effect is that the global agricultural system is becoming more complex and less predictable.

One of the most direct effects of climate change on agriculture is the increase in the frequency and severity of extreme weather events.

Heat waves, droughts, floods, and storms can all damage crops and livestock, and make it difficult for farmers to get their crops to market.

In some cases, these events can cause entire crop yields to be lost, leading to food shortages and price increases.

In addition to extreme weather events, climate change is also leading to changes in the average temperature and precipitation patterns.

These changes are making it more difficult to grow some crops in certain areas, while at the same time creating new opportunities for agriculture in other areas.

For example, the warmer temperatures in some areas are making it possible to grow crops that were previously not possible, while the increased precipitation in other areas is making it possible to grow crops that were previously not feasible.

𑢸𑣃𑣜𑣄 𑣎𑣈𑣒𑣈 𑣉𑣛𑣉𑣄 𑣋𑣖𑣁 𑣜𑣈𑣅𑣄 𑣘𑣈𑣒𑣁𑣜𑣓 𑣗𑣉𑣔𑣉𑣚𑣉𑣄 𑣕𑣓 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣒𑣅𑣑 𑣜𑣈 𑣏𑣁𑣞-𑣗𑣁𑣞𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣕𑣓𑣁, 𑢨𑣓𑣌𑣁 𑣋𑣈 𑣈𑣒𑣄 𑣒𑣅𑣑 𑣌𑣉𑣜𑣈𑣅𑣉𑣙 𑣏𑣁𑣞 𑣚𑣋𑣂𑣑 𑣓𑣖𑣁 𑣙𑣉𑣜𑣁 𑣗𑣆𑣅𑣉𑣄 𑣕𑣓𑣁.

𑢨𑣓𑣁 𑣜𑣈𑣅𑣄 𑣇𑣞𑣃𑣜 𑣓𑣈𑣅𑣁 𑣕𑣓𑣁 𑣏𑣂 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣏𑣁𑣞𑣉 𑣘𑣓𑣆𑣒𑣂 𑣈𑣞𑣃 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣁𑣜 𑣁𑣅𑣜𑣕𑣈𑣋𑣈 𑣁𑣒𑣌𑣜 𑣏𑣂𑣓𑣂𑣜𑣋𑣚 𑣌𑣉𑣖 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁.

𑢯𑣁𑣞𑣉 𑣘𑣓𑣆𑣒𑣂 𑣜𑣈 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣗𑣉𑣔𑣉𑣚𑣉𑣄 𑣕𑣓 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣖𑣃𑣚𑣂 𑣇𑣞𑣃𑣜 𑣈𑣓𑣁 𑣕𑣓𑣁 𑣏𑣂 𑣓𑣈 𑣋𑣘𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣕𑣈 𑣋𑣉𑣒𑣉𑣐𑣁 𑣌𑣉 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁 𑣉𑣛𑣉𑣄 𑣞𑣀𑣋𑣂𑣅𑣉𑣄 𑣕𑣓𑣁.

𑢫𑣉𑣜𑣉 𑣙𑣉𑣅𑣉𑣍 𑣜𑣉, 𑣗𑣉𑣙𑣓 𑣁𑣜 𑣙𑣉𑣅 𑣋𑣖𑣁 𑣕𑣈 𑣞𑣗𑣈𑣓 𑣚𑣈𑣌𑣓 𑣎𑣉𑣎𑣉𑣖𑣄 𑣁𑣜 𑣎𑣂𑣅𑣃 𑣌𑣉'𑣄 𑣓𑣉𑣞𑣌𑣓 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄 𑣁𑣀𑣑𑣉𑣄 𑣏𑣁𑣙𑣞𑣉 𑣕𑣓 𑣌𑣉'𑣄 𑣚𑣋𑣂𑣑 𑣏𑣁𑣞𑣉𑣁 𑣌𑣑𑣄 𑣗𑣎𑣜 𑣎𑣉𑣊 𑣗𑣈𑣒𑣅 𑣜𑣈 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁.

𑢵𑣜𑣁 𑣖𑣁𑣖𑣚𑣁 𑣌𑣉𑣜𑣈, 𑣓𑣈𑣚𑣈𑣌𑣓 𑣋𑣉𑣒𑣉𑣐𑣁 𑣌𑣉𑣕𑣈 𑣞𑣉𑣗𑣈𑣓 𑣏𑣁𑣙𑣞𑣉 𑣌𑣉 𑣓𑣉𑣝𑣒𑣉 𑣔𑣆𑣅𑣁, 𑣓𑣈𑣅𑣁 𑣕𑣈 𑣎𑣉𑣖𑣄-𑣓𑣃𑣇'𑣄 𑣌𑣉𑣖𑣉𑣄 𑣁𑣄 𑣉𑣛𑣉𑣄 𑣋𑣉𑣓𑣊 𑣗𑣁𑣛𑣉𑣄 𑣁𑣄.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣄 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣕𑣈 𑣙𑣉𑣗𑣓 𑣋𑣉𑣒𑣉𑣐𑣁 𑣌𑣉 𑣗𑣋𑣈 𑣌𑣈𑣙𑣕𑣈, 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣜𑣈 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣕𑣈 𑣎𑣈𑣒𑣈 𑣚𑣉𑣚𑣉 𑣋𑣖𑣁 𑣜𑣈𑣅𑣄 𑣘𑣈𑣒𑣁𑣜𑣓 𑣜𑣈𑣅𑣉𑣙 𑣗𑣉𑣔𑣚𑣁𑣉 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁.

𑢳𑣈𑣓 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣕𑣈 𑣕𑣜𑣁 𑣒𑣅𑣑 𑣜𑣈𑣅𑣄 𑣏𑣁𑣞𑣉 𑣉𑣛𑣉𑣄 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁, 𑣈𑣓 𑣞𑣉𑣊𑣋𑣈 𑣕𑣈𑣋𑣈 𑣈𑣒𑣄 𑣒𑣅𑣑 𑣜𑣈 𑣏𑣁𑣙𑣞𑣉𑣅 𑣚𑣋𑣂𑣑 𑣓𑣖𑣁 𑣙𑣉𑣜𑣁 𑣗𑣆𑣅𑣉𑣄 𑣕𑣓𑣁.

𑢧𑣓𑣃𑣔𑣃𑣗 𑣚𑣈𑣌𑣁𑣕𑣈, 𑢩𑣌𑣉𑣓 𑣒𑣅𑣑 𑣜𑣈 𑣎𑣈𑣒𑣈 𑣚𑣉𑣚𑣉 𑣕𑣈 𑣈𑣓𑣕𑣄 𑣜𑣈𑣅𑣄 𑣏𑣁𑣞𑣉 𑣞𑣃𑣋𑣛𑣉𑣄 𑣕𑣓𑣁, 𑣉𑣌𑣉𑣓 𑣕𑣄 𑣜𑣈 𑣁𑣅𑣜 𑣏𑣁𑣞𑣉 𑣌𑣁 𑣙𑣉𑣗𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁, 𑣉𑣛𑣉𑣄 𑣉𑣌𑣉𑣓 𑣕𑣄 𑣜𑣈𑣔𑣉 𑣘𑣃𑣜𑣄 𑣋𑣖𑣁 𑣕𑣈 𑣗𑣃𑣋𑣂 𑣕𑣈 𑣏𑣁𑣙𑣞𑣉 𑣙𑣉𑣗𑣓 𑣕𑣓 𑣜𑣈𑣔𑣉, 𑣈𑣓𑣕𑣄 𑣜𑣈 𑣞𑣂𑣔𑣁 𑣏𑣁𑣞𑣉 𑣌𑣁 𑣙𑣉𑣗𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁.


Many famous dictators have ruled over states throughout history.

Some of the most notable include Adolf Hitler, who ruled over Nazi Germany from 1933 to 1945; Joseph Stalin, who ruled over the Soviet Union from 1922 to 1953; and Mao Zedong, who ruled over China from 1949 to 1976.

These dictators were all responsible for the deaths of millions of people, and their regimes were characterized by violence, oppression, and totalitarianism.

One of the most surprising things about these dictators is that they were able to maintain power for so long.

They were able to do this by using a combination of propaganda, intimidation, and violence.

They also had the support of powerful militaries and secret police forces.

Despite their power, these dictators were eventually overthrown.

Hitler committed suicide in 1945, Stalin died of a stroke in 1953, and Mao died of natural causes in 1976.

𑢦𑣕𑣂𑣙𑣁𑣞 𑣜𑣈𑣗𑣃 𑣓𑣈𑣚𑣈𑣁𑣏𑣂 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣀 𑣋𑣈 𑣈𑣞𑣃 𑣈𑣞𑣃 𑣓𑣃𑣕𑣃𑣖𑣁𑣓 𑣖𑣉𑣙𑣁𑣜𑣁𑣎𑣁 𑣌𑣉 𑣜𑣁𑣆𑣎𑣂 𑣜𑣁𑣆𑣎𑣂 𑣜𑣈𑣌𑣉 𑣞𑣁𑣞𑣉𑣓 𑣕𑣁𑣑𑣁.

𑢾𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣕𑣈 𑣘𑣃𑣜𑣁𑣄 𑣓𑣃𑣕𑣃𑣖𑣁𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣔𑣉 𑣁𑣑𑣚𑣉𑣘 𑣙𑣂𑣒𑣚𑣉𑣜 , 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣓𑣁𑣎𑣂 𑣎𑣉𑣜𑣖𑣁𑣓𑣂 𑣜𑣈 1933 𑣅𑣈𑣕𑣈 1945 𑣎𑣀 𑣞𑣁𑣞𑣉𑣓 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑢮𑣉𑣞𑣈𑣘 𑣆𑣞𑣒𑣁𑣚𑣂𑣓 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣞𑣉𑣗𑣙𑣂𑣈𑣕 𑣆𑣇𑣓𑣂𑣅𑣉𑣓 𑣜𑣈 1922 𑣅𑣈𑣕𑣈 1953 𑣎𑣀 𑣉𑣀𑣑𑣉𑣄 𑢶𑣁𑣉 𑣎𑣂𑣑𑣀 𑣉𑣌𑣉 𑣏𑣂 𑣏𑣁𑣆𑣓𑣁 𑣜𑣈 1949 𑣅𑣈𑣕𑣈 1976 𑣎𑣀 𑣞𑣁𑣞𑣉𑣓 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢳𑣈𑣚𑣈𑣌𑣁𑣓 𑣈𑣓 𑣏𑣙𑣉𑣕𑣜𑣉 𑣗𑣁𑣔𑣂 𑣜𑣁𑣎𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣋𑣈 𑣏𑣂𑣖𑣂𑣓 𑣖𑣂𑣚𑣂𑣉𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣄𑣈 𑣚𑣈𑣓𑣁 .

𑢶𑣈𑣓𑣔𑣉 𑣈𑣞𑣃 𑣒𑣁𑣒𑣌𑣁 𑣜𑣈𑣅𑣁𑣄 𑣌𑣁𑣎𑣂 𑣏𑣂 𑣁𑣌𑣉 𑣓𑣂𑣖𑣂𑣓 𑣞𑣂𑣜𑣖𑣁 𑣁𑣌𑣉 𑣜𑣁𑣎 𑣋𑣁𑣔𑣂 𑣜𑣈 𑣔𑣃𑣗 𑣌𑣁𑣕𑣈 𑣁𑣌𑣉𑣙𑣄𑣁 𑣔𑣂𑣝𑣃𑣖 𑣌𑣉 𑣞𑣁𑣞𑣉𑣓 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉𑣔𑣉 𑣘𑣜𑣉𑣘𑣁 𑣋𑣉𑣓𑣑𑣁 𑣆𑣓𑣒𑣂𑣖𑣂𑣑𑣈𑣞𑣉𑣓 𑣉𑣀𑣑𑣉𑣄 𑣙𑣂𑣀𑣞𑣁 𑣜𑣈𑣅𑣁𑣄 𑣘𑣈𑣄𑣈 𑣕𑣈𑣋𑣈 𑣓𑣂𑣖𑣂𑣓 𑣔𑣂𑣓 𑣌𑣉 𑣝𑣁𑣞𑣉𑣓 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣈𑣄𑣁𑣓 𑣖𑣂𑣚𑣂𑣒𑣁𑣜𑣂 𑣉𑣀𑣑𑣉𑣄 𑣞𑣂𑣌𑣜𑣈𑣒 𑣘𑣉𑣚𑣂𑣞 𑣘𑣙𑣉𑣜𑣞 𑣜𑣈𑣅𑣁𑣄 𑣞𑣁𑣘𑣉𑣒 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉𑣙𑣄𑣁 𑣓𑣂𑣖𑣂𑣓 𑣖𑣁𑣜𑣀 𑣘𑣁𑣙𑣄𑣁𑣜 𑣕𑣁𑣆𑣌𑣈𑣓 𑣜𑣈𑣅𑣉 𑣋𑣈 𑣓𑣈𑣓 𑣈𑣌𑣉 𑣏𑣙𑣉𑣕𑣜𑣉𑣗𑣁𑣔𑣂 𑣜𑣁𑣎𑣁 𑣌𑣉𑣔𑣉 𑣜𑣁𑣎𑣋𑣁𑣔𑣂 𑣌𑣉𑣅𑣈 𑣕𑣈𑣌𑣉 𑣁𑣕𑣉𑣖 𑣚𑣈𑣑 𑣌𑣉 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢹𑣂𑣒𑣚𑣉𑣜 𑣔𑣉 𑣡𑣩𑣤𑣥 𑣜𑣈𑣄 𑣞𑣃𑣆𑣞𑣁𑣆𑣑 𑣌𑣈𑣑𑣁 𑣆𑣞𑣒𑣁𑣚𑣂𑣓 𑣔𑣉 𑣡𑣩𑣥𑣣 𑣜𑣈 𑣆𑣞𑣒𑣜𑣉𑣌 𑣕𑣈 𑣋𑣉𑣄𑣈 𑣎𑣁𑣓𑣁 𑣖𑣁𑣉 𑣔𑣉 𑣡𑣩𑣧𑣦 𑣜𑣈 𑣗𑣃𑣋𑣂𑣕𑣈𑣋𑣈 𑣋𑣉𑣄𑣈 𑣎𑣁𑣓𑣁.


Albert Einstein was a German-born theoretical physicist who developed the theory of relativity, one of the two pillars of modern physics (alongside quantum mechanics).

His work is also known for its influence on the philosophy of science.

Einstein is best known in popular culture for his mass–energy equivalence formula E = mc2 (which has been dubbed "the world's most famous equation").

Einstein was born in Ulm, in the Kingdom of Württemberg, German Empire, on 14 March 1879.

He showed an early aptitude for mathematics and physics.

In 1905, at the age of 26, Einstein published four groundbreaking papers that transformed physics.

These include his special relativity theory, which introduced the concepts of space and time as a single unified continuum, and his general relativity theory, which proposed that gravity is not a force, but is instead a curvature of spacetime.

Einstein's work led to a new understanding of the universe, and had a profound impact on the development of modern physics.

He received the Nobel Prize in Physics in 1921 for his explanation of the photoelectric effect.

Einstein was a pacifist and a strong advocate for social justice.

𑢡𑣚𑣗𑣉𑣒 𑣁𑣆𑣓𑣞𑣒𑣁𑣆𑣓 𑣔𑣉 𑣎𑣉𑣜𑣖𑣁𑣓 𑣜𑣈𑣌𑣂𑣍 𑣎𑣉𑣓𑣉𑣖 𑣚𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣕𑣙𑣂𑣉𑣜𑣂𑣒𑣂𑣌𑣁𑣚 𑣘𑣙𑣂𑣎𑣂𑣞𑣒 𑣌𑣂𑣍 𑣕𑣁𑣆𑣌𑣈𑣓𑣁, 𑣁𑣌𑣂𑣍 𑣜𑣂𑣚𑣈𑣒𑣂𑣗𑣂𑣒𑣂 𑣜𑣈𑣅𑣁𑣄 𑣕𑣙𑣂𑣉𑣜𑣂 𑣌𑣂𑣍 𑣑𑣈𑣗𑣚𑣉𑣘 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣈𑣓𑣁𑣋𑣈 𑣖𑣉𑣑𑣉𑣓 𑣘𑣙𑣂𑣎𑣂𑣌𑣞 𑣜𑣈𑣅𑣁𑣄 𑣖𑣂𑣅𑣑 𑣖𑣃𑣇𑣛 𑣌𑣃𑣓𑣒𑣃 𑣔𑣉 𑣕𑣁𑣓𑣁.

𑢡𑣌𑣂𑣍𑣁 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣔𑣉 𑣘𑣙𑣂𑣚𑣉𑣞𑣉𑣘𑣙𑣂 𑣉𑣘 𑣞𑣁𑣆𑣓𑣞 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣘𑣜𑣉𑣗𑣙𑣁𑣗 𑣗𑣁𑣆𑣚𑣈𑣓𑣁.

𑢡𑣆𑣓𑣂𑣞𑣒𑣁𑣆𑣓 𑣔𑣉 𑣁𑣌𑣂𑣍 𑣙𑣂𑣑 𑣓𑣈𑣖 𑣕𑣁𑣑𑣁 𑣖𑣁𑣁𑣞-𑣈𑣓𑣁𑣜𑣎𑣂 𑣆𑣌𑣃𑣆𑣗𑣈𑣚𑣈𑣓𑣞 𑣘𑣙𑣉𑣜𑣖𑣃𑣚𑣁 E=MC (𑣔𑣃𑣓𑣂𑣁 𑣜𑣈𑣅𑣁𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣓𑣃𑣕𑣃𑣖𑣁𑣓 𑣆𑣌𑣃𑣈𑣞𑣉𑣓) 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣁𑣌𑣂𑣍 𑣔𑣉𑣌𑣉 𑣇𑣃𑣖 𑣕𑣁𑣑 𑣌𑣂𑣍𑣁.

𑢡𑣆𑣓𑣂𑣞𑣒𑣁𑣆𑣓 𑣔𑣉 𑣎𑣉𑣜𑣖𑣁𑣓 𑣞𑣉𑣖𑣜𑣁𑣅𑣉 𑣜𑣈𑣅𑣁𑣄 𑣇𑣒𑣈𑣖 𑣗𑣉𑣜𑣋 𑣜𑣁𑣎𑣅𑣉 𑣜𑣈 𑣇𑣚𑣁𑣖 𑣜𑣈 14 𑣖𑣁𑣜𑣏 1879 𑣜𑣈𑣌𑣂𑣍 𑣎𑣉𑣓𑣉𑣖 𑣚𑣈𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢫𑣁𑣐𑣂𑣑 𑣉𑣀𑣑𑣉𑣄 𑣘𑣂𑣒𑣂𑣌𑣁 (𑣘𑣙𑣂𑣎𑣂𑣌𑣞) 𑣜𑣈 𑣁𑣌𑣂𑣍 𑣈𑣞𑣃 𑣁𑣅𑣁𑣜 𑣜𑣈𑣌𑣂𑣍 𑣘𑣁𑣆𑣒𑣂 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 .

1905 𑣜𑣈 26 𑣗𑣉𑣜𑣞𑣉 𑣗𑣉𑣅𑣉𑣞 𑣜𑣈 𑣘𑣙𑣂𑣎𑣂𑣌𑣞 𑣜𑣈𑣅𑣁𑣄 𑣈𑣞𑣃 𑣋𑣉𑣓𑣀𑣁𑣓 𑣘𑣈𑣘𑣁𑣜 𑣌𑣂𑣍 𑣘𑣗𑣚𑣂𑣞 𑣚𑣈𑣑 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣌𑣉𑣔𑣉 𑣆𑣞𑣘𑣈𑣞𑣂𑣁𑣚 𑣜𑣂𑣚𑣈𑣒𑣂𑣗𑣂𑣒𑣂 𑣕𑣙𑣂𑣉𑣜𑣂 𑣌𑣉𑣋𑣈 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣜𑣈 𑣏𑣂 𑣞𑣂𑣜𑣖𑣁 𑣉𑣀𑣑𑣉𑣄 𑣞𑣉𑣖𑣉𑣅 𑣜𑣈𑣅𑣁𑣄 𑣆𑣇𑣓𑣂𑣘𑣙𑣁𑣈𑣑 𑣌𑣉𑣓𑣒𑣂𑣓𑣁𑣖 𑣌𑣉 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣌𑣂𑣍𑣁 𑣎𑣈𑣓𑣈𑣜𑣁𑣚 𑣜𑣂𑣚𑣈𑣒𑣂𑣗𑣂𑣒𑣂 𑣕𑣙𑣂𑣉𑣜𑣂 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣌𑣁𑣎𑣂𑣚𑣈𑣓𑣁 𑣋𑣜𑣈𑣗𑣙𑣂𑣒𑣂 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣘𑣙𑣉𑣜𑣞 𑣔𑣉 𑣌𑣁 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁𑣔𑣉 𑣆𑣞𑣘𑣈𑣞 𑣒𑣁𑣆𑣖 𑣜𑣈𑣅𑣁𑣄 𑣌𑣁𑣜𑣗𑣈𑣏𑣁𑣜 𑣋𑣈 𑣕𑣁𑣓𑣁.

𑢡𑣆𑣓𑣂𑣞𑣒𑣁𑣆𑣓 𑣕𑣂𑣌𑣂𑣍𑣁 𑣘𑣁𑣆𑣒𑣂 𑣖𑣁𑣙𑣁𑣌𑣁𑣞 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣇𑣔𑣃𑣓𑣗 𑣖𑣁𑣜𑣞𑣁𑣚 𑣌𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣔𑣙𑣃𑣓𑣂𑣌 𑣘𑣙𑣂𑣎𑣂𑣌𑣞 𑣜𑣈𑣅𑣁𑣄 𑣖𑣁𑣖𑣜𑣀 𑣚𑣁𑣋𑣈𑣑𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣙𑣃𑣎𑣃𑣄 𑣅𑣁𑣓𑣁.

1921 𑣜𑣈 𑣁𑣌𑣂𑣍 𑣘𑣙𑣂𑣎𑣂𑣌𑣞 𑣏𑣈𑣕𑣁𑣓𑣜𑣈 𑣓𑣉𑣗𑣈𑣚 𑣘𑣜𑣁𑣆𑣎 𑣌𑣂𑣓 𑣓𑣁𑣖𑣚𑣈𑣑𑣁 𑣈𑣓𑣁𑣔𑣉 𑣘𑣙𑣉𑣒𑣉 𑣆𑣚𑣈𑣌𑣒𑣜𑣉𑣓𑣂𑣌 𑣜𑣈𑣅𑣁𑣄 𑣘𑣉𑣗𑣙𑣁𑣗 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣁𑣌𑣂𑣍𑣁 𑣘𑣁𑣆𑣒𑣂 𑣚𑣁𑣋𑣈𑣑𑣕𑣈.

𑢡𑣆𑣓𑣂𑣞𑣒𑣁𑣆𑣓 𑣕𑣂𑣌𑣂𑣍 𑣔𑣉 𑣖𑣂𑣑𑣁𑣉 𑣘𑣈𑣞𑣂𑣘𑣂𑣞𑣒 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣖𑣁𑣎𑣂𑣌 𑣓𑣅𑣁𑣅 𑣞𑣁𑣘𑣉𑣒 𑣕𑣁𑣓 𑣌𑣂𑣍 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.


You have been given a clear and concise warning.

You have been told that if you continue to engage in this behavior, you will be banned.

You have now had two chances to correct your behavior, and you have failed to do so.

As a result, you will now be banned from this forum.

This ban is permanent, and you will not be allowed to create a new account or participate in this forum in any way.

We hope that this ban will serve as a warning to others who may be tempted to engage in similar behavior.

We will not tolerate this type of behavior on our forum, and we will take action to protect our community from it.

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𑢡𑣗𑣈𑣓𑣈𑣄 𑣙𑣃𑣞𑣂𑣅𑣁 𑣈𑣖𑣈 𑣅𑣓𑣁 .

𑢡𑣗𑣈𑣓𑣈𑣄 𑣞𑣁𑣘𑣁 𑣞𑣁𑣘𑣁 𑣉𑣛𑣉𑣄 𑣙𑣃𑣛𑣂𑣊 𑣙𑣃𑣞𑣂𑣅𑣁𑣜 𑣈𑣖𑣈 𑣅𑣓𑣁 .

𑢡𑣗𑣈𑣓𑣈𑣄 𑣌𑣁𑣎𑣂𑣅𑣈𑣑 𑣗𑣈𑣓𑣁 𑣏𑣂 𑣎𑣃𑣔𑣂 𑣁𑣗𑣈𑣓 𑣓𑣈𑣓 𑣁𑣏𑣁𑣜 𑣗𑣂𑣏𑣁𑣜 𑣚𑣈𑣌𑣁 𑣗𑣈𑣓 𑣕𑣆𑣓𑣈 , 𑣞𑣁𑣗𑣈𑣓 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣉𑣀𑣌𑣃𑣞 𑣚𑣁𑣋𑣁𑣉 𑣁𑣄 .

𑢳𑣁𑣄 𑣁𑣗𑣈𑣓 𑣕𑣄 𑣜𑣈 𑣁𑣘𑣁𑣓𑣁 𑣁𑣏𑣁𑣜 𑣗𑣂𑣏𑣁𑣜 𑣞𑣃𑣔𑣁𑣜 𑣜𑣈𑣓 𑣕𑣈𑣅𑣁 𑣗𑣁𑣜𑣂𑣅𑣁 𑣖𑣉𑣇𑣌𑣁 𑣖𑣈𑣓𑣄 𑣉𑣛𑣉𑣄 𑣓𑣈𑣚𑣈𑣌𑣁 𑣌𑣉𑣜𑣁𑣉 𑣜𑣈 𑣉𑣞𑣉𑣘𑣉𑣙𑣚 𑣗𑣈𑣓 𑣙𑣉𑣗𑣁 𑣅𑣓𑣁.

𑢨𑣓 𑣙𑣂𑣞𑣁𑣗 𑣕𑣈 𑣓𑣁𑣄 𑣁𑣗𑣈𑣓𑣈𑣄 𑣓𑣈𑣓 𑣖𑣉𑣀𑣏𑣉𑣅𑣈𑣕𑣈 𑣉𑣀𑣌𑣃𑣞 𑣚𑣁𑣋𑣉 𑣁𑣄 .

𑢳𑣈𑣓 𑣉𑣀𑣌𑣃𑣞 𑣞𑣁𑣗𑣂𑣓 𑣔𑣂𑣓 𑣚𑣁𑣋𑣂𑣑 𑣉𑣛𑣉𑣄 𑣁𑣗𑣈𑣓𑣈𑣄 𑣓𑣁𑣖𑣁 𑣌𑣁𑣙𑣕𑣁 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣁𑣜 𑣎𑣁𑣁𑣓 𑣖𑣉𑣀𑣏𑣉 𑣜𑣈 𑣔𑣃𑣓𑣃𑣗 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣃𑣖𑣉𑣕𑣂 𑣌𑣁𑣗𑣈𑣓 𑣓𑣁𑣖𑣈𑣅𑣁 .

𑢡𑣚𑣈 𑣁𑣞𑣁𑣅 𑣕𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓 𑣉𑣀𑣌𑣃𑣞 𑣈𑣓 𑣈𑣒𑣄 𑣙𑣉 𑣌𑣉𑣁𑣙 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣏𑣈𑣁𑣗𑣉𑣓𑣂 𑣜𑣃𑣘 𑣜𑣈 𑣘𑣆𑣒𑣂 𑣈𑣖𑣈𑣅𑣁 𑣉𑣌𑣉𑣅 𑣌𑣉 𑣓𑣈𑣚𑣈𑣌𑣁 𑣁𑣏𑣁𑣜 𑣗𑣂𑣏𑣁𑣜 𑣜𑣈 𑣞𑣁𑣖𑣂𑣚 𑣙𑣉𑣗𑣁𑣓 𑣚𑣁𑣋𑣂𑣑 𑣚𑣁𑣚𑣉𑣏 𑣆𑣏𑣂 𑣌𑣉𑣁𑣙 .

𑢡𑣚𑣈 𑣁𑣚𑣈 𑣁𑣄 𑣖𑣉𑣀𑣏𑣉 𑣜𑣈 𑣓𑣈𑣓 𑣌𑣂𑣞𑣉𑣖 𑣁𑣏𑣁𑣜 𑣗𑣂𑣏𑣁𑣜 𑣌𑣁𑣚𑣈 𑣗𑣉𑣜𑣔𑣁𑣞 𑣁𑣄 𑣉𑣛𑣉𑣄 𑣁𑣘𑣁𑣓𑣁 𑣙𑣃𑣔𑣁 𑣗𑣀𑣏𑣁𑣉 𑣚𑣁𑣋𑣂𑣑 𑣌𑣁𑣜𑣗𑣆 𑣅𑣚𑣈.

𑢮𑣃𑣔𑣂 𑣓𑣈𑣓 𑣉𑣀𑣌𑣃𑣞 𑣗𑣂𑣞𑣉𑣅 𑣜𑣈 𑣁𑣘𑣈𑣅𑣁 𑣎𑣁𑣁𑣓𑣁𑣉 𑣌𑣉𑣓𑣉𑣄 𑣖𑣈𑣓𑣄 𑣁𑣜𑣔𑣁𑣞 𑣕𑣆𑣓 𑣕𑣓𑣁 𑣏𑣂 𑣁𑣚𑣈 𑣚𑣉𑣄 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣁𑣚𑣉 𑣘𑣈 𑣗𑣉𑣜𑣉𑣅 𑣁𑣄 .

𑢡𑣘𑣈 𑣖𑣁𑣓 𑣌𑣉𑣁𑣙 𑣔𑣈𑣊𑣋𑣁 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣗𑣂𑣕𑣂𑣅𑣖


In a large bowl, combine the oil, vinegar, salt, and pepper.

Cover and refrigerate for at least 30 minutes, or up to overnight.

Preheat the oven to 400 degrees F (200 degrees C).

Place the chicken on a baking sheet and bake for 20-25 minutes, or until cooked through.

Here are some variations on this recipe:

* Marinate the chicken in a mixture of olive oil, lemon juice, garlic, and herbs.

* Add some chopped vegetables to the marinade, such as red onion, bell pepper, or zucchini.

* Serve the chicken with a side of rice, quinoa, or salad.

𑢶𑣂𑣅𑣑 𑣖𑣁𑣜𑣀 𑣗𑣈𑣚𑣁𑣜𑣈 𑣞𑣃𑣓𑣃𑣖,𑣗𑣂𑣓𑣈𑣋𑣁𑣜 ,𑣗𑣃𑣌𑣃𑣀 𑣉𑣀𑣑𑣉𑣄 𑣋𑣃𑣒𑣂 𑣖𑣁𑣜𑣏𑣂 𑣖𑣂𑣝𑣁𑣈𑣗𑣈𑣓.

𑢾𑣂𑣖 𑣎𑣂𑣚𑣃 𑣈𑣖 𑣌𑣁𑣕𑣈 𑣙𑣉𑣓𑣑𑣁𑣈 𑣗𑣈𑣓.

𑢹𑣁𑣜𑣃𑣗 𑣕𑣁𑣈𑣕𑣈 𑣣𑣠 𑣖𑣂𑣓𑣂𑣒 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣖𑣂 𑣓𑣂𑣔𑣁 𑣜𑣁𑣄 𑣈𑣈𑣖𑣈.

𑢯𑣃𑣚𑣁𑣔𑣉 400 𑣑𑣂𑣋𑣜𑣂 F (200 𑣑𑣂𑣋𑣜𑣂 𑣞𑣈𑣚𑣞𑣂𑣁𑣞) 𑣁𑣅𑣁𑣜 𑣕𑣈𑣋𑣈 𑣚𑣉𑣚𑣉𑣈𑣖𑣈.

𑢺𑣉𑣉𑣕𑣁 𑣜𑣈 𑣎𑣂𑣚𑣃 𑣜𑣂𑣌𑣁𑣈𑣖𑣈 𑣈𑣓𑣕𑣈 20-25 𑣖𑣂𑣓𑣂𑣒 𑣆𑣞𑣂𑣓𑣈𑣖𑣈, 𑣗𑣃𑣋𑣂𑣕𑣈 𑣆𑣞𑣂𑣓 𑣚𑣈𑣓𑣉𑣄𑣌𑣁.

𑢨𑣞𑣃 𑣁𑣍𑣁 𑣗𑣃𑣜𑣁𑣄 𑣌𑣁𑣕𑣈 𑣈𑣖𑣁 𑣌𑣉𑣖𑣈.

𑢳𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣈𑣞𑣃 𑣚𑣈𑣌𑣄 𑣗𑣁𑣆 𑣔𑣁𑣆𑣅𑣄𑣁.

𑢾𑣂𑣖 𑣎𑣂𑣚𑣃 𑣔𑣉 𑣉𑣚𑣂𑣗 𑣞𑣃𑣓𑣃𑣖,𑣚𑣈𑣖𑣗𑣃 𑣎𑣃𑣞, 𑣁𑣔𑣁,𑣘𑣁𑣕𑣁𑣌𑣉 𑣈𑣖 𑣌𑣁𑣕𑣈 𑣇𑣕𑣃𑣆𑣖𑣈.

𑢹𑣁𑣑𑣁𑣌𑣁𑣓 𑣗𑣈𑣚𑣁𑣕𑣂 𑣉𑣈𑣀𑣁𑣎𑣂 𑣌𑣁𑣞𑣖𑣂𑣜𑣁 𑣌𑣉 𑣖𑣈𑣞𑣁 𑣌𑣁𑣕𑣈 𑣗𑣁𑣎𑣁 𑣕𑣁𑣈𑣖𑣈.

𑢶𑣁𑣓𑣑𑣂 𑣑𑣁𑣚𑣂 𑣉𑣀𑣑𑣉𑣄 𑣞𑣁𑣚𑣁𑣑 𑣚𑣉𑣄 𑣕𑣈 𑣞𑣂𑣖 𑣎𑣂𑣚𑣃 𑣇𑣕𑣃 𑣈𑣖𑣁𑣌𑣉𑣖𑣈.


On April 24, 1980, eight U.S. helicopters carrying Delta Force and other U.S. special operations troops launched from the aircraft carrier USS Nimitz.

The helicopters were supposed to land at the U.S.

Embassy in Tehran, where they would rescue the hostages.

However, one of the helicopters crashed in the desert, killing eight U.S. servicemen.

The remaining helicopters were forced to abort the mission.

The failed rescue attempt was a major embarrassment for the Carter administration.

It also damaged America’s reputation in the world.

In the aftermath of the failed rescue attempt, Carter ordered a boycott of Iranian oil.

He also imposed economic sanctions on Iran.

The Iranian government released the hostages on January 20, 1981, just minutes after Ronald Reagan was sworn in as President of the United States.

24 𑣈𑣘𑣜𑣂𑣚 1980 𑣜𑣈 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣜𑣈𑣅𑣁𑣄 𑣙𑣈𑣚𑣂𑣌𑣉𑣘𑣒𑣁𑣜 𑣑𑣈𑣚𑣒𑣁 𑣘𑣙𑣉𑣜𑣞 𑣆𑣔𑣂𑣌𑣁𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣁𑣖𑣈𑣜𑣂𑣌𑣁𑣜𑣈𑣓 𑣈𑣒𑣁𑣄 𑣆𑣞𑣘𑣈𑣞𑣈𑣚 𑣒𑣜𑣃𑣘 𑣌𑣉𑣔𑣉 USS NIMITZ 𑣙𑣈𑣚𑣂𑣌𑣉𑣘𑣒𑣁𑣜 𑣕𑣈𑣌𑣉 𑣁𑣀𑣋𑣃𑣓 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢹𑣈𑣚𑣂𑣌𑣉𑣘𑣒𑣁𑣜 𑣌𑣉𑣔𑣉 𑣁𑣖𑣈𑣜𑣂𑣌𑣁𑣜𑣈 𑣁𑣁𑣀𑣋𑣃𑣓 𑣕𑣈𑣅𑣁𑣄 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉𑣔𑣉 𑣙𑣉𑣓𑣀 𑣕𑣈𑣙𑣜𑣁𑣓 𑣜𑣈 𑣗𑣉𑣓𑣔𑣂𑣅𑣁 𑣌𑣁𑣓𑣌𑣉 𑣙𑣁𑣜𑣔𑣃 𑣌𑣉𑣜𑣈𑣅𑣁 𑣕𑣁𑣆𑣌𑣈𑣓𑣁.

𑢮𑣁 𑣜𑣈𑣅𑣉 𑣁𑣌𑣉𑣁 𑣖𑣂𑣅𑣑 𑣙𑣈𑣚𑣂𑣌𑣉𑣘𑣒𑣁𑣜 𑣔𑣉 𑣖𑣉𑣜𑣃𑣗𑣙𑣃𑣖𑣂 𑣜𑣈 𑣌𑣜𑣁𑣞 𑣎𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣆𑣜𑣂𑣚 𑣙𑣉𑣉 𑣌𑣉𑣁𑣄 𑣎𑣂𑣗𑣉𑣓 𑣞𑣈𑣓𑣉𑣄𑣅𑣁𑣓𑣁.

𑢩𑣀𑣑𑣉𑣄 𑣕𑣁𑣜𑣁 𑣙𑣈𑣚𑣂𑣌𑣉𑣘𑣒𑣁𑣜 𑣌𑣉𑣔𑣉 𑣘𑣁𑣆𑣒𑣂 𑣌𑣁 𑣘𑣃𑣜𑣁 𑣚𑣈𑣓𑣕𑣈 𑣋𑣈𑣌𑣉 𑣙𑣃𑣎𑣃𑣄 𑣜𑣃𑣁 𑣚𑣈𑣓𑣁.

𑢳𑣈𑣓 𑣉𑣘𑣁𑣈𑣞𑣉𑣓 𑣌𑣁 𑣘𑣃𑣜𑣁 𑣚𑣈𑣓𑣕𑣈 𑣌𑣁𑣒𑣁𑣜 𑣞𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣄 𑣜𑣈 𑣈𑣞𑣃 𑣔𑣃𑣌𑣃 𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣔𑣃𑣓𑣂𑣁𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣗𑣉𑣔𑣓𑣁𑣖𑣈 𑣅𑣁𑣓𑣁.

𑢹𑣁𑣜𑣔𑣃 𑣘𑣁𑣆𑣒𑣂 𑣌𑣁𑣄𑣈 𑣘𑣃𑣜𑣁 𑣚𑣈𑣑𑣕𑣈 𑣌𑣁𑣁𑣒𑣁𑣜 𑣔𑣉 𑣆𑣜𑣁𑣓 𑣕𑣁𑣄𑣈𑣕𑣈 𑣞𑣃𑣓𑣃𑣖 𑣌𑣂𑣜𑣂𑣀𑣈 𑣗𑣁𑣋𑣈 𑣌𑣈𑣑𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣉𑣈 𑣌𑣉𑣒 𑣜𑣈𑣅𑣁𑣄 𑣁𑣔𑣈𑣝𑣈 𑣈𑣖 𑣌𑣈𑣑𑣁 .

𑢦𑣜𑣁𑣓 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣁𑣜𑣕𑣙𑣂𑣌 𑣘𑣜𑣉𑣕𑣂𑣗𑣉𑣓𑣔𑣙𑣉𑣌𑣉𑣄 𑣚𑣁𑣋𑣃 𑣌𑣈𑣑𑣁.

𑢦𑣜𑣁𑣓 𑣞𑣉𑣜𑣌𑣁𑣜 𑣎𑣁𑣓𑣃𑣁𑣜𑣂 20 1981 𑣜𑣈 𑣗𑣉𑣓𑣔𑣙𑣉𑣌 𑣕𑣁𑣆𑣌𑣈𑣓 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣘𑣁𑣚𑣒𑣉𑣓 𑣌𑣉𑣄 𑣁𑣄𑣁 𑣕𑣁𑣑 𑣌𑣉𑣁 𑣉𑣀𑣑𑣉𑣄 𑣏𑣂𑣖𑣂𑣓𑣀 𑣖𑣂𑣓𑣂𑣒 𑣏𑣁𑣓𑣁𑣄 𑣋𑣈 𑣜𑣉𑣓𑣁𑣚𑣑 𑣜𑣋𑣉𑣓 𑣔𑣉 𑣁𑣖𑣈𑣜𑣂𑣌𑣁 𑣜𑣈𑣓 𑣜𑣁𑣞𑣜𑣉𑣘𑣉𑣕𑣂 𑣗𑣁𑣆𑣅𑣓𑣁.


Mother: The telescope is used to look at objects in space.

Mother: Sure, but be careful not to bump it.

The child looks through the telescope and sees a bright star.

Mother: Yes, it is. The stars are so far away, but with a telescope, we can see them up close.

The child looks at other objects in space, including planets and moons.

They are amazed by how small and insignificant they feel compared to the vastness of the universe.

Child: I can't believe how big space is.

Mother: It is, but it's also full of amazing things.

𑢶𑣁𑣀: 𑣔𑣃𑣜𑣗𑣂𑣓 𑣈𑣓𑣁 𑣖𑣈𑣓 𑣞𑣁𑣗𑣈𑣅𑣁 𑣏𑣂 𑣇𑣜𑣂 𑣖𑣈𑣜𑣉𑣖 𑣌𑣉 𑣓𑣈𑣚 𑣚𑣁𑣋𑣂𑣑𑣄 𑣞𑣁𑣗𑣁 𑣌𑣁.

:𑢯𑣂𑣚𑣂𑣌𑣁 𑣁𑣌𑣂𑣓 𑣖𑣂𑣁𑣕𑣈𑣌𑣂𑣓 𑣙𑣉𑣓𑣜 𑣕𑣂𑣌𑣈𑣓𑣁, 𑣁𑣌𑣂𑣓 𑣁𑣌𑣂𑣓𑣁 𑣗𑣂𑣉𑣅 𑣕𑣈𑣌𑣂𑣓 𑣎𑣋𑣜 𑣉𑣓𑣑𑣉𑣄 𑣇𑣘𑣃𑣜𑣃𑣖 𑣌𑣈𑣓𑣁.

𑢨𑣊𑣋𑣁 : 𑢡𑣌𑣂𑣓 𑣇𑣛𑣃 𑣇𑣂 𑣕𑣂 𑣌𑣈𑣓𑣁 𑣁𑣌𑣂𑣓 𑣋𑣈 𑣖𑣂𑣁𑣑 𑣙𑣉𑣙 𑣕𑣓𑣁 𑣖𑣈𑣓𑣕𑣈.

𑢹𑣉𑣓 𑣌𑣉 𑣒𑣈𑣚𑣂𑣞𑣌𑣉𑣘 𑣜𑣈 𑣖𑣁𑣜𑣝𑣁𑣚 𑣆𑣘𑣂𑣚 𑣌𑣉 𑣓𑣈𑣚𑣈𑣅𑣁.

𑢹𑣉𑣓𑣌𑣉: 𑣈𑣓𑣕𑣁𑣄, 𑣓𑣂𑣓𑣕𑣁 𑣈𑣞𑣃 𑣗𑣁𑣛𑣂𑣅𑣈 𑣌𑣉.

𑢨𑣊𑣋𑣁: 𑢨𑣅𑣁 𑣓𑣈𑣅𑣁𑣋𑣈 𑣕𑣁𑣓𑣁 𑣆𑣘𑣂𑣚 𑣌𑣉𑣔𑣉 𑣈𑣞𑣃 𑣞𑣁𑣓𑣂𑣀 𑣜𑣈𑣌𑣉 𑣕𑣁𑣆𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣒𑣈𑣚𑣂𑣞𑣌𑣉𑣘 𑣕𑣈𑣔𑣉 𑣈𑣞𑣃 𑣓𑣁𑣄𑣈 𑣜𑣈𑣗𑣃 𑣓𑣈𑣚 𑣔𑣁𑣆𑣅𑣁 𑣌𑣉𑣁.

𑢩𑣖𑣁𑣖 𑣖𑣂𑣀𑣑𑣉 𑣖𑣃𑣇𑣛 𑣘𑣉𑣜𑣉𑣗 𑣏𑣂𑣌𑣈 𑣏𑣂 𑣗𑣙𑣁𑣜𑣉𑣕 𑣜𑣈 𑣌𑣈𑣜𑣉𑣛 𑣜𑣈 𑣖𑣓𑣁𑣕𑣂𑣊

𑢷𑣜𑣉𑣙𑣖𑣁𑣓𑣑 𑣜𑣈𑣅𑣁 𑣖𑣁𑣖𑣜𑣀 𑣚𑣈𑣌𑣁𑣕𑣈 𑣈𑣓𑣌𑣃𑣔𑣉 𑣏𑣂𑣖𑣂𑣓 𑣌𑣉 𑣙𑣃𑣛𑣂𑣊𑣉𑣁 𑣉𑣀𑣑𑣉𑣄 𑣗𑣃𑣒𑣁 𑣗𑣁𑣓𑣉𑣄 𑣕𑣈𑣓 𑣌𑣉 𑣇𑣛𑣃𑣄 𑣌𑣈𑣈𑣜𑣈 𑣒𑣁𑣒𑣌𑣁 𑣋𑣈 𑣁𑣔𑣁 𑣕𑣁𑣗𑣉𑣄𑣁.

𑢹𑣉𑣓𑣌𑣉: 𑣍 𑣌𑣁𑣍 𑣗𑣂𑣞𑣉𑣁𑣞𑣉 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣆𑣖𑣂𑣓 𑣖𑣁𑣜𑣁𑣊 𑣎𑣁𑣋𑣁𑣙 𑣕𑣁𑣓𑣁

𑢨𑣊𑣋𑣁: - 𑢶𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁𑣅𑣉𑣋𑣈 𑣒𑣁𑣒𑣌𑣁 𑣕𑣁𑣗𑣉𑣄 𑣎𑣂𑣓𑣂𑣝𑣂 𑣌𑣉𑣕𑣈𑣋𑣈 𑣘𑣈𑣜𑣈𑣄𑣁 𑣌𑣁𑣓𑣁.


Fundamental rights are the essential freedoms that all human beings are entitled to, regardless of their race, religion, gender, sexual orientation, or any other status.

These rights are enshrined in the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948.

The declaration sets out a broad range of fundamental rights, including the right to life, liberty, and security of person; the right to freedom of expression, assembly, and association; the right to freedom of religion; and the right to property.

These fundamental rights are essential for the protection of human dignity and the promotion of human flourishing.

They are the foundation of a just and equitable society, and they are essential for the maintenance of peace and security.

The protection of fundamental rights is a never-ending task.

There are always those who would seek to deny or undermine these rights, and we must always be vigilant in their defense.

The struggle for fundamental rights is a noble one, and it is a struggle that we must never abandon.

We must all work together to ensure that the fundamental rights of all people are respected and protected.

𑢾𑣁𑣗𑣂𑣔𑣁𑣓𑣂𑣌 𑣁𑣔𑣂𑣌𑣁𑣜 𑣜𑣈𑣅𑣁 𑣁𑣔𑣂𑣌𑣁𑣜 𑣞𑣁𑣗𑣈𑣓 𑣖𑣁𑣓𑣖𑣂 𑣌𑣉 𑣓𑣁𑣖𑣈𑣅𑣁 𑣕𑣈𑣅𑣁 𑣔𑣜𑣌𑣁𑣜 𑣈𑣓𑣂 𑣎𑣁𑣓 𑣎𑣁𑣕𑣂, 𑣔𑣉𑣜𑣖, 𑣁𑣅𑣁 𑣃𑣓𑣃𑣜𑣃𑣖 𑣏𑣂 𑣁𑣓𑣑𑣉 𑣎𑣁𑣓𑣁 𑣙𑣉𑣗𑣁 𑣌𑣁𑣓 𑣜𑣈𑣅𑣉.

𑢳𑣈𑣅𑣁 𑣁𑣔𑣂𑣌𑣁𑣜 𑣌𑣉𑣔𑣉 𑢦𑣇𑣓𑣂𑣗𑣈𑣜𑣞𑣚 𑢱𑣂𑣌𑣈𑣚𑣈𑣜𑣈𑣞𑣓 𑣉𑣘 𑢹𑣂𑣇𑣈𑣓 𑢼𑣁𑣆𑣒𑣞 𑣜𑣈 𑣗𑣁𑣆 𑣅𑣈𑣓 𑣕𑣈 𑢦𑣇𑣓𑣆𑣒𑣈𑣑 𑢳𑣈𑣞𑣓 𑢮𑣈𑣓𑣈𑣜𑣚 𑢨𑣞𑣈𑣖𑣗𑣚𑣂 𑣘𑣁𑣅𑣈𑣕𑣈 𑣡𑣩𑣤𑣨 𑣘𑣁 𑣜𑣈 �𑣆𑣔𑣂 𑣅𑣁𑣓𑣁.

𑢨𑣓 𑣓𑣂𑣕𑣂 𑣓𑣂𑣅𑣉𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣁𑣔𑣂𑣌𑣁𑣜 𑣌𑣉 𑣉𑣚𑣉 𑣌𑣁𑣓𑣁 𑣎𑣁 𑣚𑣈𑣌𑣁 𑣕𑣁𑣆 𑣕𑣈𑣅𑣁,𑣎𑣁𑣓𑣁 𑣓𑣁𑣖𑣈 𑣕𑣈𑣅𑣁, 𑣖𑣂𑣑𑣉 𑣙𑣉𑣁 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣈, 𑣁𑣗𑣈𑣓𑣁 𑣜𑣈 𑣁𑣗𑣃 𑣌𑣁𑣎𑣂 𑣔𑣁𑣆𑣅𑣈𑣕 𑣈𑣅𑣁, 𑣎𑣃𑣖𑣂𑣑, 𑣖𑣂𑣞𑣈𑣓, 𑣎𑣁𑣓 𑣎𑣁𑣕𑣂 𑣜𑣈𑣋𑣈 𑣗𑣃 𑣕𑣁𑣆 𑣑𑣁𑣂𑣅𑣈 𑣕𑣈𑣅𑣁, 𑣁𑣗𑣃𑣁 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉𑣜 𑣈𑣅𑣁𑣁𑣔 𑣂𑣌𑣁𑣜.

𑢳𑣈𑣓𑣁 𑣁𑣔𑣂𑣌𑣁𑣜 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣖𑣁𑣓𑣖𑣂 𑣎𑣂𑣗𑣉𑣓 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣈 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑣖𑣁𑣓𑣖𑣂 𑣌𑣉 𑣗𑣁𑣑𑣂𑣅𑣈 𑣕𑣈 𑣗𑣃 𑣕𑣁𑣆𑣓 𑣚𑣁𑣋𑣈𑣑.

𑢳𑣈𑣓𑣁 𑣌𑣉 𑣙𑣉 𑣙𑣙𑣉𑣗𑣁 𑣅𑣁𑣓𑣁 𑣖𑣃𑣕𑣃𑣚 𑣌𑣙𑣃𑣓𑣒𑣃 𑣚𑣈𑣌𑣁 𑣖𑣁𑣓𑣖𑣂 𑣗𑣂𑣕𑣈𑣜𑣈 𑣞𑣃𑣌𑣃 𑣞𑣁𑣓𑣒𑣂 𑣗𑣁𑣆 𑣕𑣁𑣆𑣓 𑣚𑣁𑣋𑣈𑣑.

𑢳𑣈𑣓𑣁 𑣜𑣁𑣌𑣁 𑣜𑣂𑣌𑣈 𑣚𑣁𑣋𑣈𑣑 𑣏𑣃𑣆 𑣚𑣈𑣉 𑣘𑣁𑣆𑣒𑣂 𑣌𑣁 𑣏𑣁𑣗𑣁𑣉𑣁.

𑢨𑣞𑣃 𑣙𑣉𑣉 𑣈𑣓𑣌𑣁𑣓 𑣌𑣉 𑣖𑣈𑣓𑣄𑣁 𑣌𑣉𑣁 𑣉𑣌𑣉𑣅 𑣓𑣈𑣓 𑣉𑣔𑣙𑣂𑣌𑣁𑣜 𑣌𑣉 𑣖𑣁𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣌𑣁𑣖𑣎𑣉𑣜𑣈 𑣕𑣈𑣅𑣁𑣄 𑣌𑣉 𑣌𑣉𑣝𑣂𑣝𑣈 𑣅𑣁,𑣉𑣀𑣑𑣉𑣄 𑣁𑣗𑣃 𑣆𑣓𑣌𑣃 𑣗𑣁𑣏𑣁𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣞𑣁𑣗𑣈𑣓 𑣞𑣉𑣖𑣉𑣅 𑣞𑣁𑣗𑣔𑣙𑣁𑣓 𑣕𑣁𑣆𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁 𑣗𑣃𑣁.

𑢶𑣈𑣓 𑣔𑣉 𑣁𑣗𑣃 𑣏𑣃𑣆𑣚𑣁𑣉 𑣁𑣝𑣁 𑣌𑣁𑣁 𑣗𑣁𑣋𑣈 𑣕𑣈𑣅𑣁𑣄 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢳𑣂𑣎𑣉𑣜 𑣉𑣔𑣙𑣂𑣌𑣁𑣜 𑣚𑣁𑣋𑣈𑣑 𑣞𑣉𑣊𑣋𑣙𑣉𑣜𑣝 𑣖𑣂𑣑𑣁𑣉 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣞𑣉𑣊𑣋𑣙𑣉𑣜𑣝 𑣕𑣁𑣓𑣁, 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣓𑣁 𑣖𑣂𑣑𑣁𑣉 𑣈𑣓𑣌𑣁𑣓 𑣞𑣉𑣊𑣋𑣙𑣉𑣜𑣝 𑣕𑣁𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣁𑣗𑣃 𑣏𑣃𑣆𑣚𑣁𑣉 𑣌𑣁 𑣗𑣁𑣋𑣈 𑣕𑣈𑣅𑣁𑣄..

𑢡𑣗𑣃 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉 𑣞𑣃𑣓𑣂𑣞𑣏𑣂𑣕 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣕𑣈 𑣓𑣈𑣓𑣁 𑣘𑣁𑣆𑣒𑣂 𑣕𑣈 𑣙𑣉𑣗𑣁𑣉𑣁 𑣏𑣂 𑣞𑣁𑣗𑣈𑣓 𑣙𑣉𑣉 𑣌𑣉𑣙𑣄𑣁 𑣉𑣔𑣙𑣂𑣌𑣁𑣜, 𑣞𑣉𑣖𑣖𑣁𑣓 𑣉𑣀𑣑𑣉𑣄 𑣞𑣃𑣜𑣉𑣌𑣙𑣅𑣁 𑣙𑣉𑣗𑣁𑣄𑣉𑣏𑣁.