Christianity is a religion based on the life and teachings of Jesus Christ.

It is one of the world's major religions, with over 2 billion followers.

Christians believe that Jesus is the Son of God and that he came to earth to save people from their sins.

They also believe that he rose from the dead and ascended into heaven.

The importance of love for Jesus is central to Christianity.

Christians are called to love God with all their heart, soul, mind, and strength.

They are also called to love their neighbors as themselves.

This love is not just a feeling, but a way of life.

It is expressed through acts of kindness, compassion, and forgiveness.

When we love Jesus, we are not only showing our love for him, but we are also showing our love for God.

This is because Jesus is the perfect expression of God's love for us.

When we love Jesus, we are opening ourselves up to receive God's love into our hearts.

The love of Jesus is a powerful force that can transform our lives.

It can give us hope, strength, and peace.

It can help us to forgive others and to love ourselves.

𑢬𑣂𑣜𑣂𑣞𑣏𑣈𑣓𑣂𑣒𑣂 𑣑𑣉𑣜𑣉𑣖 𑣕𑣁𑣓𑣁 𑣎𑣂𑣗𑣉𑣓 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣁𑣜 𑢮𑣈𑣞𑣁𑣞 𑢬𑣁𑣜𑣁𑣆𑣒 𑣕𑣈 𑣈𑣕𑣉𑣓 𑣚𑣁𑣋𑣈𑣑.

𑢳𑣈𑣓 𑣔𑣃𑣓𑣂𑣅𑣈𑣜𑣈 𑣖𑣃𑣛 𑣔𑣉𑣜𑣉𑣖 𑣗𑣂𑣕𑣈𑣜𑣈 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉 𑣕𑣓𑣁, 𑣎𑣁𑣏𑣂 2 𑣁𑣜𑣉𑣗𑣈𑣕𑣈 𑣘𑣃𑣜𑣈𑣄 𑣋𑣁𑣕𑣂𑣌𑣉 𑣖𑣈𑣓𑣁𑣄 𑣌𑣉𑣁.

𑢬𑣂𑣜𑣂𑣞𑣒𑣏𑣁𑣓 𑣌𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣓𑣋𑣈 𑣏𑣂 𑢮𑣂𑣞𑣃 𑣞𑣂𑣓𑣋𑣗𑣉𑣓𑣋𑣁 𑣙𑣉𑣓𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣁𑣜 𑣁𑣅𑣈 𑣉𑣕𑣈 𑣜𑣈 𑣙𑣉 𑣌𑣉 𑣘𑣁𑣘𑣈 𑣕𑣈 𑣗𑣁𑣏𑣁𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓𑣁.

𑢨𑣞𑣃 𑣙𑣉 𑣌𑣉 𑣈𑣓𑣌𑣁𑣉 𑣌𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣓𑣋𑣈 𑣏𑣂 𑣁𑣅𑣈 𑣗𑣁𑣓𑣌𑣃 𑣎𑣁𑣓 𑣌𑣉𑣁𑣅𑣈 𑣕𑣈 𑣎𑣉𑣓𑣉𑣖𑣁 𑣚𑣈𑣓𑣁 𑣞𑣉𑣜𑣋𑣉 𑣜𑣈.

𑢮𑣁𑣜𑣃𑣜𑣂 𑣋𑣈𑣅𑣁 𑣎𑣂𑣞𑣃 𑣑𑣃𑣚𑣁𑣑 𑣚𑣁𑣋𑣈𑣑 𑣖𑣃𑣌𑣙𑣅𑣁 𑢬𑣂𑣜𑣂𑣞𑣏𑣁𑣓𑣂𑣒𑣂 𑣜𑣈.

𑢬𑣂𑣜𑣂𑣞𑣏𑣈𑣓 𑣌𑣉 𑣌𑣁𑣎𑣂𑣅𑣈 𑣗𑣉𑣓𑣋𑣁 𑣔𑣃𑣚𑣈𑣔𑣂 𑣖𑣈 𑣘𑣃𑣜𑣈 𑣖𑣉𑣓 𑣕𑣈, 𑣆𑣖 𑣕𑣈 , 𑣔𑣈𑣅𑣁𑣓 𑣁𑣜 𑣘𑣈𑣙 𑣕𑣈.

𑢡𑣌𑣉𑣖𑣁𑣓𑣌𑣈𑣅𑣉 𑣔𑣃𑣚𑣁𑣛 𑣙𑣘𑣁𑣒𑣂𑣊 𑣚𑣋𑣂𑣑𑣈𑣄 𑣌𑣎𑣂𑣅𑣁𑣌𑣉 𑣕𑣇𑣌𑣈𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣔𑣃𑣚𑣁𑣑 𑣞𑣁𑣖𑣁 𑣗𑣁𑣗𑣁𑣓𑣁 𑣌𑣁 𑣕𑣁𑣓𑣁, 𑣓𑣈𑣓𑣁 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁 𑣞𑣈𑣆𑣚𑣂 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓𑣅𑣁 𑣇𑣑𑣃 𑣔𑣁𑣅𑣁𑣚𑣃, 𑣌𑣁𑣜𑣃𑣐𑣁 𑣁𑣜 𑣖𑣁𑣘𑣂𑣓𑣁𑣖𑣁 𑣕𑣈 𑣇𑣔𑣃𑣗𑣉𑣁.

𑢯𑣂𑣖𑣕𑣈 𑣁𑣗𑣃 𑢮𑣂𑣞𑣃 𑣗𑣃 𑣔𑣈𑣚𑣁𑣑 𑣕𑣁𑣆 𑣅𑣈, 𑣁𑣗𑣃 𑣞𑣁𑣖𑣁 𑣁𑣅𑣈 𑣌𑣈𑣋𑣈 𑣔𑣃𑣚𑣁𑣑 𑣌𑣁𑣗𑣃 𑣇𑣔𑣃𑣗𑣁𑣆 𑣕𑣁𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣃 𑣗𑣉𑣓𑣋𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣔𑣃𑣚𑣁𑣑 𑣗𑣃 𑣇𑣔𑣃𑣗𑣈 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑢮𑣂𑣞𑣃 𑣗𑣉𑣓𑣋𑣁 𑣌𑣉𑣁 𑣇𑣕𑣁𑣖 𑣗𑣁𑣗𑣓𑣁 𑣕𑣁𑣓𑣁 𑣁𑣗𑣃 𑣔𑣃𑣚𑣁𑣑 𑣕𑣈𑣅𑣁.

𑢯𑣂𑣖𑣕𑣈 𑣁𑣗𑣃 𑢮𑣂𑣞𑣃 𑣗𑣃 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁𑣆 𑣅𑣈, 𑣁𑣗𑣃 𑣁𑣗𑣃𑣕𑣈 𑣗𑣃 𑣌𑣉𑣚𑣁𑣉𑣓 𑣕𑣁𑣓𑣁 𑣗𑣉𑣓𑣋𑣁 𑣔𑣃𑣚𑣁𑣑 𑣓𑣁𑣖𑣈 𑣚𑣁𑣋𑣈𑣑.

𑢮𑣂𑣞𑣃 𑣅𑣈 𑣔𑣃𑣚𑣁𑣑 𑣘𑣈𑣙𑣈𑣅𑣁𑣓 𑣘𑣈𑣙 𑣕𑣁𑣓𑣁 𑣎𑣁𑣓𑣁 𑣁𑣗𑣃𑣁 𑣎𑣂𑣗𑣉𑣓𑣈 𑣗𑣉𑣔𑣉𑣚 𑣔𑣁𑣆𑣅𑣈.

𑢳𑣈𑣓𑣁 𑣁𑣗𑣃 𑣌𑣈 𑣁𑣞𑣁 , 𑣘𑣈𑣙 𑣁𑣜 𑣞𑣁𑣓𑣕𑣂 𑣈𑣖𑣁 𑣗𑣃𑣁.

𑢳𑣈𑣓𑣁 𑣈𑣒𑣁 𑣖𑣁𑣓 𑣌𑣉 𑣌𑣈 𑣖𑣁𑣘 𑣁𑣜 𑣓𑣂𑣎𑣈 𑣕𑣈 𑣔𑣃𑣚𑣁𑣑𑣈𑣓 𑣕𑣈?𑣔𑣈𑣓𑣋𑣁 𑣗𑣃𑣁.


Volcanic eruptions are a powerful and destructive force of nature.

They can cause widespread devastation, loss of life, and environmental upheaval.

While volcanic eruptions are often associated with danger, they can also be a source of beauty and wonder.

The sight of a erupting volcano is a awe-inspiring sight, and the resulting lava flows can create stunning landscapes.

Volcanic eruptions are caused by the build-up of pressure beneath the Earth's surface.

When this pressure becomes too great, the magma is forced up through the crust and erupts onto the surface.

The size and intensity of a volcanic eruption can vary greatly.

Some eruptions are relatively small and localized, while others can be massive and have a devastating impact on entire regions.

The most destructive volcanic eruptions can cause widespread ashfall, mudflows, and tsunamis.

They can also trigger earthquakes and landslides.

In the worst cases, volcanic eruptions can claim thousands of lives and cause billions of dollars in damage.

Despite the risks, volcanic eruptions are an important part of the Earth's geological processes.

They help to recycle the Earth's crust and create new landforms.

They also provide a home for a variety of plants and animals.

𑢮𑣃𑣁𑣚𑣁𑣖𑣃𑣌𑣂 𑣘𑣒𑣁𑣉𑣄 𑣕𑣈𑣅𑣁𑣄 𑣘𑣁𑣜𑣌𑣃𑣜𑣕𑣂 𑣖𑣂𑣓𑣑𑣉 𑣞𑣁𑣌𑣕𑣂𑣞𑣁𑣚𑣂 𑣉𑣓𑣑𑣉𑣄 𑣗𑣂𑣓𑣁𑣞𑣌𑣁𑣜𑣂 𑣞𑣁𑣌𑣕𑣂 𑣕𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣕𑣈 𑣋𑣉𑣒𑣁 𑣖𑣃𑣚𑣂 𑣙𑣉𑣉 𑣌𑣉 𑣗𑣈𑣜𑣗𑣁𑣜𑣔, 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣙𑣆𑣓 𑣉𑣛𑣉𑣄 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣜𑣈 𑣗𑣂𑣞𑣌𑣚 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢷𑣉𑣜𑣉𑣍𑣏𑣉 𑣞𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣃𑣜 𑣒𑣃𑣚𑣉𑣄 𑣕𑣈𑣅𑣄 𑣘𑣃𑣜𑣄 𑣗𑣉𑣜𑣉 𑣋𑣈 𑣕𑣆𑣓𑣁, 𑣈𑣓𑣁 𑣞𑣉𑣓𑣔𑣉𑣜 𑣁𑣜 𑣔𑣀𑣔𑣀 𑣋𑣈 𑣁𑣒𑣌𑣜𑣉𑣄 𑣕𑣈𑣅𑣄 𑣜𑣈𑣅𑣄 𑣙𑣉𑣜𑣁𑣉𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢸𑣃𑣕𑣃𑣜 𑣞𑣈𑣊𑣋𑣈𑣚 𑣉𑣚‍𑣚 𑣕𑣈𑣅𑣄 𑣓𑣈𑣓𑣈𑣚 𑣈𑣞𑣃 𑣔𑣀𑣔𑣀 𑣋𑣈 𑣏𑣂𑣜𑣋𑣚𑣉𑣄 𑣁𑣄, 𑣉𑣛𑣉𑣄 𑣈𑣓𑣁 𑣕𑣈 𑣉𑣚‍𑣚𑣕𑣓 𑣚𑣁𑣉𑣁 𑣜𑣈𑣅𑣄 𑣙𑣓𑣁𑣛𑣂 𑣈𑣞𑣃 𑣔𑣀𑣔𑣀 𑣋𑣈 𑣓𑣈𑣚𑣉𑣁.

𑢾𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣃𑣜 𑢵 𑣚𑣕𑣜 𑣜𑣈 𑣔𑣗𑣁𑣉 𑣗𑣆𑣅𑣉𑣄 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢯𑣂𑣖𑣂𑣕𑣀 𑣓𑣈𑣅𑣁 𑣜𑣈𑣅𑣄 𑣔𑣗𑣁𑣉 𑣘𑣃𑣜𑣄𑣉 𑣁𑣄, 𑣆𑣖𑣂𑣕𑣀 𑢶𑣈𑣋𑣖𑣁 𑣜𑣈𑣅𑣄 𑣔𑣈𑣊𑣋𑣁 𑣕𑣈 𑣏𑣈𑣕𑣓 𑣘𑣁 𑣕𑣈 𑣇𑣔𑣃𑣜 𑣉𑣚‍𑣚 𑣁𑣄 𑣉𑣛𑣉𑣄 𑣏𑣈𑣕𑣓 𑣜𑣈 𑣒𑣃𑣚𑣉𑣁.

𑢾𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣃𑣜 𑣒𑣃𑣚 𑣜𑣈𑣅𑣄 𑣁𑣌𑣁𑣜 𑣉𑣛𑣉𑣄 𑣙𑣓𑣁𑣛𑣂 𑣈𑣞𑣃 𑣜𑣉𑣌𑣉𑣖 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢵𑣜𑣁 𑣒𑣃 𑣌𑣉𑣖 𑣋𑣈 𑣒𑣃𑣚𑣉𑣄 𑣁𑣄 𑣁𑣀𑣑𑣉𑣄 𑣈𑣓 𑣒𑣅𑣑 𑣜𑣈𑣅𑣄 𑣙𑣞𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣕𑣆𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣕𑣜𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣖𑣜𑣀 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄 𑣉𑣛𑣉𑣄 𑣈𑣓 𑣒𑣅𑣑 𑣜𑣈 𑣈𑣞𑣃 𑣙𑣉𑣉 𑣌𑣉𑣄 𑣓𑣉𑣞𑣌𑣓 𑣔𑣆𑣅𑣁.

𑢾𑣗𑣈 𑣌𑣉𑣈𑣕𑣈 𑣘𑣃𑣜𑣄 𑣓𑣉𑣞𑣌𑣓 𑣕𑣈𑣓 𑣞𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣃𑣜 𑣘𑣃𑣜𑣄 𑣕𑣉𑣜𑣉𑣈, 𑣚𑣉𑣞𑣉𑣑 𑣜𑣈𑣅 𑣙𑣓𑣁𑣛𑣂 𑣉𑣓𑣑𑣉𑣄 𑣞𑣃𑣓𑣁𑣖𑣂 𑣕𑣈 𑣗𑣆𑣓𑣁.

𑢨𑣓𑣁 𑣕𑣈 𑢷𑣃𑣇𑣌𑣉𑣖𑣘 𑣉𑣛𑣉𑣄 𑢩𑣕𑣈 𑣔𑣉𑣌𑣉𑣚𑣉𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢾𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣌𑣜𑣗 𑣖𑣁𑣖𑣚𑣁 𑣜𑣈, 𑢾𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣃𑣜 𑣕𑣈 𑣙𑣎𑣜 𑣙𑣎𑣜 𑣙𑣉𑣉 𑣌𑣉 𑣋𑣉𑣎𑣉𑣄 𑣁𑣄 𑣉𑣛𑣉𑣄 𑣁𑣜𑣗 𑣑𑣉𑣚𑣁𑣜 𑣜𑣈𑣅𑣄 𑣓𑣉𑣞𑣌𑣁𑣓𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣁.

𑢳𑣂𑣖𑣂𑣓 𑣗𑣉𑣜𑣉 𑣋𑣈𑣅𑣁 𑣈𑣓 𑣜𑣈𑣅𑣉𑣙, 𑣞𑣈𑣊𑣋𑣈𑣚 𑣘𑣃𑣕𑣜𑣃 𑢵 𑣏𑣓𑣁𑣜𑣂 𑣘𑣂𑣒𑣂𑣌𑣁 𑣙𑣂𑣑𑣓𑣖 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣋𑣉𑣓𑣊𑣓 𑣙𑣂𑣕𑣑 𑣕𑣓𑣁.

𑢨𑣓𑣁 𑣕𑣈 𑢵 𑣜𑣈𑣅𑣄 𑣘𑣘𑣛𑣂 𑣁𑣀𑣑𑣉𑣄 𑣖𑣂𑣞𑣁 𑣗𑣆 𑣜𑣃𑣁𑣙 𑣉𑣛𑣉𑣄 𑣓𑣖𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑢵 𑣗𑣓𑣆 𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣕𑣈 𑣌𑣂𑣞𑣂𑣖 𑣌𑣂𑣞𑣂𑣖 𑣔𑣁𑣜𑣃 𑣘𑣃𑣔𑣑 𑣉𑣛𑣉𑣄 𑣎𑣂𑣅𑣃 𑣌𑣉 𑣚𑣋𑣂𑣑 𑣉𑣁'𑣄 𑣉𑣉 𑣗𑣆𑣅𑣉𑣄 𑣁𑣄.


In a small village in India, there lived a young boy named Ram.

Ram was a bright and curious boy, and he loved to learn about the world around him.

One day, Ram was walking through the village when he saw a group of men working on a large pit.

"We're building a rainwater harvesting tank," one of the men said.

"This will help us to collect rainwater during the monsoon season, so that we can use it during the dry season."

He had never heard of rainwater harvesting before.

He asked the men many questions, and they were happy to answer them.

Ram learned that rainwater harvesting is a simple and effective way to collect and store rainwater.

The rainwater is collected in a large pit, which is usually dug in the ground.

The pit is lined with a waterproof material, such as clay or concrete, to prevent the water from seeping out.

The rainwater harvesting tank is usually located near the village well, so that the water can be easily accessed.

The water can be used for drinking, cooking, bathing, and watering crops.

𑢷𑣙𑣜𑣉𑣕 𑣜𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣙𑣃𑣛𑣂𑣊 𑣚𑣈𑣌𑣓 𑣙𑣕𑣃 𑣜𑣈 𑢼𑣁𑣖 𑣓𑣃𑣕𑣃𑣖 𑣕𑣓 𑣖𑣂𑣅𑣑 𑣞𑣈𑣘𑣈𑣑 𑣕𑣆𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢼𑣁𑣖 𑣈𑣞𑣃 𑣏𑣉𑣍𑣏𑣉𑣛𑣉 𑣉𑣛𑣉𑣄 𑣌𑣃𑣘𑣃𑣚𑣂 𑣚𑣈𑣌𑣓 𑣙𑣉𑣓𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣛𑣉𑣄 𑢨 𑣌𑣈 𑣁𑣖𑣓𑣀 𑣞𑣖𑣓𑣀 𑣜𑣈𑣅𑣄 𑣎𑣂𑣓𑣂𑣞 𑣌𑣉 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣏𑣂𑣜𑣋𑣚𑣈 𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣞𑣓𑣀 𑣕𑣆 𑣌𑣈𑣓𑣁.

𑢶𑣃𑣞𑣂𑣊 𑣔𑣂𑣚𑣀, 𑢼𑣁𑣖 𑣙𑣕𑣃 𑣙𑣉𑣜𑣁 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣀 𑢨 𑣖𑣂𑣅𑣑 𑣔𑣉𑣛𑣁 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣞𑣈𑣘𑣈𑣑 𑣌𑣉 𑣘𑣆𑣒𑣂 𑣕𑣓𑣈𑣄 𑣓𑣈𑣚 𑣌𑣈𑣑 𑣌𑣉𑣁.

𑢡𑣘𑣈 𑣏𑣈𑣓𑣄 𑣘𑣈 𑣏𑣂𑣌𑣁 𑣕𑣓𑣁? 𑢼𑣁𑣖 𑣌𑣃𑣚𑣂 𑣌𑣈𑣑𑣁.

𑢡𑣚𑣈 𑣖𑣂𑣅𑣑 𑣋𑣖𑣁 𑣔𑣄 𑣙𑣃𑣓𑣑𑣂𑣅𑣉𑣄 𑣕𑣈𑣅𑣄 𑣒𑣈𑣊𑣌 𑣚𑣈 𑣗𑣆 𑣕𑣓𑣁, 𑣖𑣂𑣅𑣑 𑣙𑣉𑣉 𑣌𑣎𑣂 𑣌𑣈𑣑𑣁.

‘‘𑢳𑣈𑣅𑣁 𑣕𑣈 𑣁𑣚𑣈 𑣌𑣈 𑣋𑣖𑣁 𑣔𑣂𑣀 𑣋𑣖𑣁 𑣜𑣈𑣅𑣄 𑣔𑣄 𑣙𑣃𑣀𑣑𑣂𑣆 𑣚𑣋𑣂𑣑 𑣔𑣈𑣊𑣋𑣁 𑣓𑣖𑣉𑣁, 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣁𑣚𑣈 𑣎𑣈𑣒𑣈 𑣞𑣂𑣀𑣋𑣂 𑣓𑣈𑣓 𑣔𑣄 𑣘𑣆𑣒𑣂 𑣜𑣈𑣚𑣈 𑣁𑣋𑣃 𑣔𑣆 𑣏𑣁.’’

𑢼𑣁𑣖 𑣜𑣁𑣀𑣞𑣁 𑣅𑣓𑣁.

𑢨 𑣋𑣖𑣁 𑣜𑣈𑣅𑣄 𑣔𑣄𑣉𑣉 𑣌𑣉 𑣙𑣃𑣀𑣑𑣂𑣅𑣁 𑣖𑣈𑣓𑣕𑣈 𑣎𑣁 𑣏𑣃𑣆𑣚𑣁𑣉 𑣌𑣁'𑢨 𑣁𑣅𑣃𑣖 𑣚𑣈𑣑 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨 𑣁𑣌𑣉 𑣌𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣌𑣉𑣓𑣉𑣄 𑣌𑣈𑣑 𑣌𑣉𑣁, 𑣉𑣛𑣉𑣄 𑣁𑣌𑣉 𑣈𑣓 𑣜𑣈𑣅𑣄 𑣙𑣓𑣚 𑣈𑣌 𑣌𑣈𑣑 𑣕𑣈𑣌𑣉 𑣜𑣁𑣀𑣞𑣁 𑣅𑣓𑣁.

𑢼𑣁𑣖 𑣈𑣕𑣉 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣋𑣖𑣁 𑣔𑣄 𑣙𑣃𑣀𑣑𑣂𑣆 𑣕𑣈𑣅𑣄 𑣘𑣓𑣆𑣒𑣂 𑣔𑣄 𑣖𑣂𑣑 𑣜𑣈 𑣙𑣃𑣀𑣑𑣂𑣆 𑣕𑣈𑣅𑣄 𑣕𑣈𑣅𑣄 𑣖𑣂𑣅𑣑 𑣈𑣞𑣃 𑣞𑣃𑣋𑣛 𑣉𑣛𑣉𑣄 𑣗𑣃𑣋𑣂𑣓 𑣘𑣓𑣆𑣒𑣂 𑣕𑣓𑣁.

𑢫𑣖𑣁 𑣔𑣄 𑣖𑣂𑣅𑣑 𑣖𑣜𑣀 𑣔𑣉𑣛𑣁 𑣜𑣈𑣌𑣉 𑣙𑣃𑣀𑣑𑣂𑣆 𑣅𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣚𑣋𑣂𑣑 𑣘𑣃𑣜𑣄 𑣕𑣈 𑣔𑣉 𑣉𑣕𑣈 𑣜𑣈 𑣑𑣁𑣌𑣃𑣑 𑣌𑣉 𑣇𑣜𑣈𑣅𑣁.

𑢴𑣄 𑣈𑣒𑣄 𑣕𑣈 𑣁𑣚𑣉 𑣌𑣁 𑣎𑣉𑣜𑣌𑣁𑣉𑣄 𑣖𑣈𑣓𑣕𑣈 𑣑𑣁𑣌𑣃𑣑 𑣙𑣞𑣁 𑣗𑣓𑣜𑣈 𑣔𑣂𑣜𑣂 𑣋𑣃𑣒𑣂 𑣚𑣈𑣌𑣓 𑣔𑣁𑣄 𑣉𑣒𑣌𑣁𑣉𑣄 𑣕𑣈𑣅𑣄 𑣕𑣈𑣌𑣉 𑣘𑣈𑣜𑣈𑣄 𑣕𑣁𑣄.

𑢫𑣖𑣁 𑣔𑣅 𑣙𑣃𑣀𑣑𑣂𑣆 𑣕𑣈𑣅𑣄 𑣒𑣈𑣊𑣌 𑣘𑣃𑣜𑣄 𑣕𑣈𑣔𑣉 𑣙𑣕𑣃 𑣜𑣈𑣅𑣄 𑣌𑣃𑣿𑣈 𑣎𑣘𑣄 𑣜𑣈 𑣕𑣆𑣓𑣁,

𑢨𑣓 𑣔𑣄 𑣓𑣃𑣆, 𑣖𑣀𑣑𑣂 𑣇𑣕𑣃 𑣆𑣞𑣂𑣓, 𑣉𑣛𑣓 𑣉𑣛𑣉𑣄 𑣏𑣁𑣞𑣉 𑣚𑣋𑣂𑣑 𑣘𑣆𑣒𑣂 𑣜𑣈𑣌𑣉 𑣁𑣋𑣃 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.


India has a population of over 1.3 billion people, and it is the second most populous country in the world.

The government has been working to promote family planning for many years, but the issue is still a major challenge.

There are a number of factors that contribute to the high birth rate in India.

One factor is the lack of access to education and information about family planning.

Many people in India do not know about the different methods of contraception, or they may be afraid to use them.

Another factor is the cultural preference for large families.

In some parts of India, it is seen as a status symbol to have many children.

The government has implemented a number of programs to promote family planning.

These programs include providing free or subsidized contraception, offering education and counseling about family planning, and making it easier for people to get sterilized.

However, these programs have had limited success.

There are a number of challenges to promoting family planning in India.

One challenge is the high cost of the programs.

Another challenge is the resistance to family planning from some religious groups.

Additionally, there is a lack of political will to address the issue.

𑢷𑣙𑣁𑣜𑣁𑣕 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 1.3 𑣗𑣂𑣚𑣚𑣂𑣉𑣓 𑣅𑣕𑣈 𑣘𑣃𑣜𑣈𑣙 𑣙𑣉 𑣌𑣉 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁𑣙 , 𑣉𑣓𑣑𑣉𑣄 𑢩𑣕 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣜𑣂𑣅𑣖 𑣞𑣀𑣋𑣂 𑣙𑣉𑣛𑣉 𑣔𑣂𑣝𑣃𑣖 𑣕𑣓𑣁 .

𑢾𑣉𑣜𑣌𑣁𑣜 𑣘𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣂𑣕𑣂𑣜 𑣓𑣀 𑣈𑣞𑣃 𑣝𑣂𑣜𑣖𑣅 𑣕𑣈 𑣌𑣃𑣜𑣃𑣖𑣃𑣒𑣃 𑣘𑣆𑣒𑣂 𑣙𑣃𑣚𑣃𑣄 𑣕𑣓𑣄 , 𑣖𑣈𑣓 𑣔𑣉 𑣓𑣄 𑣎𑣉𑣊 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣞𑣂𑣆𑣔 𑣕𑣓𑣁.

𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈 𑣘𑣃𑣜𑣈𑣄 𑣎𑣉𑣓𑣉𑣖 𑣁𑣀𑣌𑣁 𑣗𑣁𑣛𑣁𑣉 𑣜𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣌𑣁𑣜𑣉𑣐 𑣌𑣉 𑣖𑣈𑣓𑣄 .

𑢶𑣂𑣓𑣑𑣉𑣄 𑣌𑣁𑣜𑣉𑣐 𑣔𑣉 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣄 𑣉𑣚 𑣘𑣁𑣛𑣁𑣉 𑣗𑣁𑣓𑣉𑣄 𑣉𑣓𑣑𑣉𑣄 𑣘𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣜𑣈𑣅𑣁 𑣁𑣒𑣌𑣁𑣜 𑣗𑣁𑣓𑣉𑣄 𑣕𑣈.

𑢷𑣙𑣁𑣜𑣁𑣉𑣕 𑣜𑣈𑣓 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉 𑣌𑣉 𑣋𑣉𑣜𑣗 𑣗𑣁𑣞 𑣔𑣁𑣗𑣉𑣓 𑣜𑣈𑣅𑣁 𑣆𑣓𑣂𑣕𑣃 𑣌𑣁𑣌𑣉 𑣁𑣔𑣁𑣓𑣁 , 𑣗𑣁𑣓 𑣜𑣈𑣔𑣉 𑣗𑣉𑣜𑣉𑣕𑣈 𑣌𑣁𑣌𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣊𑣈 .

𑢨𑣒𑣄 𑣌𑣁𑣜𑣉𑣓 𑣔𑣉 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣞𑣁𑣞𑣀𑣌𑣂𑣜 𑣞𑣁𑣓𑣀 𑣖𑣓𑣁𑣕𑣂𑣊 𑣚𑣈𑣌𑣁𑣕𑣈 𑣞𑣀𑣋𑣂 𑣙𑣉𑣓 𑣋𑣁𑣐𑣁 𑣓𑣀.

𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈 𑣕𑣁𑣜𑣁 𑣌𑣃𑣒𑣂 𑣘𑣁 𑣓𑣈𑣚𑣉𑣄 𑣕𑣓𑣄 𑣏𑣂 𑣞𑣀𑣋𑣂 𑣙𑣉𑣓 𑣋𑣁𑣐 𑣔𑣉 𑣖𑣁𑣓 𑣋𑣉𑣜𑣉𑣗 𑣜𑣈𑣅𑣁 𑣖𑣆𑣓 𑣕𑣓𑣁 .

𑢸𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣜𑣈𑣅𑣁 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣂𑣕𑣂𑣜 𑣓𑣀 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣌𑣃𑣜𑣃𑣑𑣃𑣜 𑢾𑣉𑣜𑣌𑣁𑣜 𑣘𑣁𑣅𑣕𑣈 𑣗𑣁𑣓𑣆 𑣙𑣉𑣗𑣁 𑣌𑣓𑣁 .

𑢳𑣈𑣓 𑣌𑣃𑣜𑣃𑣑𑣃𑣜 𑣌𑣉 𑣞𑣁𑣖𑣂𑣚𑣈 𑣌𑣁𑣓 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣞𑣁𑣖𑣁 𑣏𑣂 𑣌𑣉𑣖 𑣋𑣉𑣓𑣉𑣊 𑣕𑣈 𑣋𑣉𑣜𑣉𑣗 𑣗𑣁𑣞 𑣔𑣉𑣗𑣉𑣓 , 𑣘𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣆𑣓𑣂𑣕𑣃 𑣁𑣜 𑣎𑣓𑣁𑣋𑣁𑣜 𑣉𑣓𑣑𑣉𑣄 𑣙𑣉 𑣌𑣉 𑣞𑣃𑣗𑣂𑣔𑣁 𑣕𑣈 𑣗𑣉𑣓𑣔𑣙𑣅𑣁 𑣌𑣉𑣜𑣉𑣐 𑣓𑣁𑣖𑣈 𑣓𑣀 .

𑢮𑣁𑣙 𑣜𑣈𑣅𑣉 𑣓𑣈𑣓 𑣌𑣃𑣜𑣃𑣑𑣃𑣜𑣃 𑣌𑣉 𑣞𑣂𑣖𑣂𑣕 𑣙𑣁𑣞𑣉𑣚 𑣙𑣉𑣗𑣁 𑣌𑣓𑣁 .

𑢸𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣜𑣈𑣅𑣁 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣂𑣕𑣂𑣜 𑣓𑣀 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣞𑣂𑣆𑣔 𑢷𑣙𑣁𑣜𑣉𑣕 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈 𑣖𑣈𑣓𑣄 .

𑢶𑣂𑣓𑣑𑣉𑣄 𑣞𑣂𑣆𑣔 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣌𑣃𑣜𑣃𑣑𑣃𑣜𑣃 𑣜𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣌𑣁𑣜𑣏𑣁 .

𑢨𑣒𑣄 𑣞𑣂𑣆𑣔 𑣔𑣉 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣔𑣉𑣜𑣉𑣖 𑣋𑣃𑣜𑣃 𑣌𑣉𑣁𑣙 𑣘𑣙𑣈𑣖𑣂𑣚𑣂 𑣘𑣚𑣁𑣓𑣂𑣊 𑣗𑣁𑣜𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 .

𑢩𑣓𑣑𑣉𑣄 𑣔𑣉 , 𑣓𑣈𑣓 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣎𑣁𑣓𑣁𑣋𑣜 𑣓𑣀 𑣜𑣁𑣎𑣓𑣉𑣆𑣕𑣂𑣌 𑣞𑣃𑣌𑣃 𑣞𑣓𑣀 𑣘𑣈𑣙 𑣗𑣁𑣓𑣉𑣄 𑣕𑣈 .


Family planning in India has been a topic of debate for many years.

In 1976, the Indian government passed the controversial National Emergency Act, which imposed a forced sterilization program on men and women.

This program was met with widespread resistance and eventually overturned by the Indian Supreme Court.

In recent years, the Indian government has taken a more progressive approach to family planning.

In 2010, the government launched the National Family Planning Program, which provides free contraception and sterilization services to all Indian citizens.

The program has been successful in reducing the fertility rate in India, but it still faces challenges, such as a lack of awareness and access to services.

One of the most important challenges to family planning in India is the lack of awareness about the benefits of family planning.

Many Indian couples believe that it is their duty to have as many children as possible.

This belief is often reinforced by cultural and religious norms.

Another challenge to family planning is the lack of access to services.

In rural areas, there are often few or no family planning clinics.

This makes it difficult for couples to access the services they need.

Despite these challenges, the Indian government is committed to providing family planning services to all its citizens.

𑢸𑣜𑣂𑣗𑣁𑣜 𑣗𑣓𑣁𑣆 𑣓𑣈𑣓 𑣖𑣂𑣀𑣑𑣉𑣙 𑢷𑣃𑣇𑣕𑣁𑣙𑣁𑣞𑣁 𑣜𑣈𑣅𑣄 𑣘𑣘𑣔𑣂𑣜 𑣌𑣎𑣂 𑣕𑣓𑣁.

1976 𑣖𑣞𑣖𑣕𑣜𑣈, 𑢷𑣙𑣜𑣉𑣕 𑣞𑣜𑣌𑣁𑣜 𑣌𑣃𑣘𑣃𑣞𑣃𑣜 𑢳𑣈𑣞𑣓𑣚 𑢨𑣖𑣜𑣎𑣈𑣓𑣞𑣂 𑢡𑣌𑣒, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣌𑣃𑣆-𑣌𑣉𑣁𑣙𑣌𑣉 𑣕𑣄𑣜𑣈 𑣗𑣑𑣋𑣈 𑣚𑣋𑣃𑣆 𑣚𑣈𑣌𑣓 𑣌𑣃𑣜𑣃𑣑𑣃𑣜𑣃 𑣕𑣓𑣁.

𑢳𑣈𑣓 𑣘𑣓𑣆𑣒𑣂𑣌𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣄 𑣌𑣉 𑣗𑣂𑣜𑣉𑣔 𑣚𑣈𑣑 𑣕𑣆𑣌𑣈𑣓𑣁 𑣈𑣓𑣕𑣈 𑣖𑣃𑣏𑣈𑣑𑣜𑣈 𑣗𑣁𑣜𑣁𑣕𑣜𑣈𑣓 𑣞𑣃𑣘𑣜𑣂𑣖𑣌𑣉𑣒 𑣓𑣈𑣓𑣁𑣌𑣈 𑣗𑣉𑣀𑣔 𑣚𑣈𑣑 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢾𑣈𑣓𑣉𑣄𑣅𑣁𑣓 𑣏𑣂𑣖𑣓𑣊 𑣂𑣜𑣖𑣁, 𑢷𑣙𑣜𑣉𑣕 𑣉𑣜𑣌𑣁𑣜 𑢸𑣜𑣂𑣗𑣁𑣜 𑣗𑣓𑣁𑣆 𑣜𑣈 𑣘𑣉𑣋𑣕𑣂 𑣚𑣋𑣂𑣑 𑣈𑣚𑣔𑣉𑣚𑣁 𑣕𑣓𑣁.

𑢳𑣈𑣜𑣌𑣁𑣜 𑣔𑣂𑣞𑣃𑣖 𑣘𑣁𑣜𑣂𑣗𑣁𑣜 𑣎𑣉𑣎𑣉𑣓𑣁 𑣘𑣓𑣆𑣒𑣂 2010 𑣜𑣈 𑣇𑣀𑣌𑣃𑣛𑣃 𑣚𑣈𑣑 𑣕𑣆𑣌𑣈𑣓𑣁𑣄, 𑣎𑣓𑣁𑣄 𑣏𑣂 𑣞𑣁𑣗𑣂𑣓 𑣗𑣁𑣜𑣁𑣕 𑣔𑣂𑣞𑣃𑣖𑣜𑣈𑣓 𑣙𑣉𑣌𑣉 𑣞𑣁𑣖𑣁𑣕𑣈 𑣋𑣉𑣜𑣗 𑣌𑣁 𑣙𑣉𑣗𑣁𑣉 𑣕𑣈𑣅𑣁𑣄 𑣈𑣓𑣕𑣈 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣜𑣈𑣑 𑣜𑣁𑣓𑣃 𑣌𑣉 𑣞𑣈𑣗𑣁 𑣈𑣖𑣈𑣅𑣁.

𑢳𑣈𑣓 𑣘𑣓𑣆𑣒𑣂 𑣗𑣁𑣜𑣉𑣕𑣜𑣈 𑣙𑣉𑣓 𑣌𑣉 𑣙𑣉𑣗𑣁𑣉 𑣕𑣈𑣅𑣁𑣄 𑣌𑣉𑣖𑣈𑣜𑣈 𑣘𑣆𑣒𑣂 𑣈𑣖𑣌𑣈𑣑𑣁, 𑣈𑣓𑣜𑣈𑣅𑣉 𑣓𑣈𑣓 𑣇𑣓𑣃𑣜𑣃𑣖 𑣜𑣈𑣅𑣁𑣄 𑣉𑣗𑣁𑣗 𑣌𑣂𑣓𑣕𑣃 𑣓𑣁𑣄𑣉 𑣋𑣈 𑣞𑣈𑣗𑣁 𑣈𑣖𑣁𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣞𑣉 𑣇𑣓𑣃𑣜𑣃𑣖 𑣌𑣉 𑣏𑣈𑣞𑣒𑣁 𑣏𑣁𑣚𑣃𑣙𑣈 𑣌𑣓𑣁.

𑢷𑣁𑣜𑣉𑣕𑣜𑣈 𑣘𑣁𑣜𑣂𑣗𑣁𑣜 𑣎𑣉𑣎𑣉𑣓𑣁 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣈𑣞𑣃 𑣖𑣜𑣁𑣊 𑣏𑣈𑣞𑣒𑣁 𑣙𑣉𑣗𑣁𑣉 𑣕𑣈𑣓𑣁 𑣘𑣁𑣜𑣂𑣗𑣁𑣜 𑣌𑣉𑣎𑣉𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣚𑣁𑣗𑣉 𑣗𑣂𑣞𑣉𑣅𑣈𑣕𑣈 𑣞𑣉𑣏𑣈𑣕𑣉𑣓 𑣜𑣈𑣅𑣁𑣄 𑣉𑣗𑣁𑣗.

𑢸𑣃𑣜𑣈𑣄 𑢦𑣓𑣑𑣂𑣅𑣁𑣓 𑣌𑣃𑣚𑣋𑣂𑣅𑣁𑣌𑣉 𑣗𑣂𑣞𑣁𑣞𑣈𑣅𑣁 𑣖𑣈𑣓𑣄 𑣏𑣂 𑣈𑣓𑣁 𑣁𑣌𑣉𑣁𑣄 𑣑𑣂𑣇𑣒𑣂 𑣎𑣈 𑣎𑣁𑣙 𑣏𑣂𑣖𑣂𑣓𑣌𑣉 𑣔𑣆𑣅𑣁𑣄 𑣆𑣖𑣂𑣓𑣋𑣈𑣌𑣉 𑣙𑣉𑣓𑣌𑣉𑣁𑣙.

𑢳𑣈𑣓𑣗𑣂𑣝𑣟𑣁𑣞 𑣓𑣈𑣚𑣈𑣜𑣈𑣔𑣉, 𑣏𑣉𑣚𑣉𑣓 𑣉𑣓𑣑𑣉𑣄 𑣔𑣉𑣜𑣉𑣖 𑣚𑣉𑣄𑣕𑣈 𑣞𑣈𑣞𑣈𑣓𑣁.

𑢸𑣜𑣂𑣗𑣁𑣜 𑣗𑣓𑣆 𑣜𑣈𑣅𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉𑣙 𑣎𑣂𑣆𑣔 𑣙𑣉𑣗𑣁𑣉𑣄 𑣕𑣓𑣁 𑣔𑣈𑣊𑣋𑣁 𑣜𑣈𑣅𑣄 𑣌𑣉𑣖𑣂.

𑢹𑣕𑣃 𑣔𑣂𑣝𑣃𑣖𑣌𑣉𑣜𑣈, 𑣈𑣞𑣃 𑣙𑣃𑣍𑣂𑣊 𑣏𑣂 𑢸𑣜𑣂𑣗𑣁𑣜 𑣗𑣓𑣆 𑣒𑣅𑣑𑣌𑣉 𑣗𑣓𑣉𑣄 𑣜𑣈𑣊𑣋𑣁𑣄.

𑢳𑣈𑣓𑣁 𑣙𑣁𑣖-𑣗𑣃𑣛𑣂 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚 𑣌𑣎𑣂 𑣕𑣓𑣁 𑣔𑣈𑣊𑣋𑣁 𑣖𑣓𑣈 𑣚𑣋𑣂𑣑.

𑢳𑣈𑣓 𑣎𑣂𑣔𑣔𑣂𑣌𑣉 𑣗𑣋𑣈𑣌𑣈𑣙𑣕𑣈 𑣜𑣈𑣅𑣉, 𑢷𑣙𑣁𑣜𑣉𑣕 𑣞𑣉𑣜𑣌𑣁𑣜 𑢸𑣜𑣂𑣗𑣁𑣜 𑣗𑣓𑣆 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣚𑣚𑣂 𑣌𑣃𑣜𑣃𑣖𑣃𑣒𑣃 𑣔𑣈𑣊𑣋𑣁𑣗𑣃 𑣚𑣋𑣂𑣑𑣈𑣄 𑣌𑣎𑣂𑣆 𑣕𑣓𑣁.


On the ninth day of Navratri, a young woman named Parvati was told that she would give birth to a son who would become a great king.

She was overjoyed, and she began to prepare for her delivery.

On the tenth day of Navratri, Parvati went into labor.

She labored for many hours, and finally, she gave birth to a beautiful baby boy.

She named him Shiva, and she knew that he would fulfill his destiny to become a great king.

Shiva grew up to be a strong and courageous young man.

He was always willing to help others, and he was known for his fairness and compassion.

He quickly became a popular figure among the people, and they looked to him for guidance and leadership.

One day, Shiva was walking through the forest when he came across a group of bandits who were attacking a village.

Shiva quickly jumped into action, and he fought off the bandits.

The villagers were grateful to Shiva for saving them, and they asked him to become their king.

Shiva agreed to become king, and he ruled the kingdom wisely and justly for many years.

He was a kind and compassionate ruler, and he always put the needs of his people first.

𑢳𑣁𑣗𑣁𑣜𑣁𑣕𑣜𑣂𑣅𑣈 𑣁𑣜𑣈𑣅𑣁 𑣖𑣃𑣞𑣂𑣓𑣋, 𑣗𑣁𑣚𑣈 𑣙𑣁𑣘𑣁𑣓𑣃𑣖 𑢸𑣁𑣜𑣗𑣁𑣕𑣂 𑣓𑣃𑣕𑣃𑣖 𑣕𑣁𑣆 𑣓𑣂 𑣌𑣉 𑣌𑣁𑣎𑣂 𑣅𑣈𑣆 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣏𑣂 𑣁𑣅𑣈 𑣌𑣉𑣁 𑣙𑣉𑣓 𑣌𑣈 𑣎𑣉𑣓𑣉𑣖𑣂𑣅𑣈 𑣎𑣁𑣆 𑣖𑣁𑣙𑣁𑣓 𑣜𑣁𑣎𑣁 𑣕𑣁𑣆𑣅𑣉𑣁.

𑢡𑣅𑣈 𑣈𑣞𑣃 𑣜𑣁𑣓𑣞𑣁 𑣅𑣁𑣓𑣁 𑣁𑣜 𑣁𑣅𑣈 𑣙𑣉𑣓𑣈 𑣚𑣁𑣋𑣈𑣑𑣈 𑣞𑣈𑣌𑣁𑣓𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣑𑣁.

𑢴𑣉𑣞𑣖𑣂 𑣖𑣃𑣞𑣂𑣓𑣋 𑢳𑣁𑣗𑣜𑣁𑣒𑣜𑣂 𑣜𑣈𑣅𑣁 𑣜𑣈, 𑣁𑣅𑣈 𑣘𑣁𑣜𑣁𑣞𑣗𑣈 𑣅𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣈𑣞𑣃 𑣋𑣙𑣁𑣓𑣒𑣁 𑣚𑣁𑣋𑣈𑣑 𑣘𑣁𑣞𑣁𑣗 𑣌𑣈𑣑𑣁 𑣁𑣜 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣁𑣅𑣈 𑣙𑣉𑣓 𑣌𑣂𑣅𑣈 𑣏𑣈𑣜𑣁 𑣚𑣈𑣌𑣁𑣓 𑣌𑣉𑣁 𑣙𑣉𑣓 𑣌𑣈.

𑢡𑣅𑣈 𑣁𑣅𑣁 𑣓𑣃𑣕𑣃𑣖 𑣞𑣂𑣗𑣁 𑣜𑣂𑣌𑣈 𑣌𑣈𑣑𑣁, 𑣁𑣜 𑣁𑣅𑣈 𑣁𑣔𑣁𑣓 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣏 𑣁𑣅𑣈 𑣁𑣅𑣁 𑣜𑣁𑣎𑣁 𑣗𑣁𑣆𑣓 𑣕𑣈𑣅𑣁 𑣕𑣁𑣌𑣔𑣂𑣜𑣈 𑣘𑣃𑣜𑣈𑣅𑣁.

𑢾𑣂𑣗𑣁 𑣘𑣈𑣙𑣅𑣁𑣓 𑣁𑣜 𑣞𑣁𑣙𑣁𑣞𑣂 𑣚𑣈𑣌𑣁 𑣗𑣁𑣚𑣈 𑣙𑣉 𑣕𑣈 𑣖𑣁𑣜𑣁𑣋𑣈 𑣅𑣁𑣓𑣁.

𑣜𑣁 𑣉𑣓𑣑𑣉𑣄 𑢭 𑣗𑣙𑣁𑣜𑣁𑣍 𑣚𑣂𑣍 𑣈𑣓 𑣚𑣈𑣓𑣁 𑣆𑣓𑣃𑣖𑣋𑣉𑣛𑣁 𑣆𑣓𑣃𑣖 𑣖𑣈𑣓𑣕.

𑢡𑣅𑣈 𑣁𑣓𑣎𑣁 𑣋𑣈 𑣏𑣁𑣜𑣏𑣂𑣕 𑣙𑣉 𑣕𑣁𑣆 𑣅𑣁𑣓𑣁 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉 𑣕𑣁𑣚𑣁 𑣜𑣈 𑣁𑣜 𑣞𑣁𑣗𑣈𑣓 𑣁𑣅𑣈 𑣌𑣈 𑣖𑣁𑣜𑣋𑣔𑣁𑣜𑣞𑣌 𑣁𑣜 𑣓𑣈𑣕 𑣕𑣃𑣜𑣕𑣗𑣁 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉 𑣓𑣈𑣚𑣂𑣅𑣈.

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.

𑢾𑣂𑣗𑣁 𑣁𑣓𑣎𑣁 𑣋𑣈 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣏𑣃𑣒𑣁𑣉 𑣅𑣁𑣓𑣁 𑣁𑣜 𑣁𑣅𑣈 𑣑𑣁𑣌𑣃 𑣌𑣉𑣚𑣉 𑣚𑣁𑣐𑣁𑣆 𑣅𑣁𑣓𑣁.

𑢡𑣌𑣉 𑣗𑣏𑣁𑣉𑣚𑣈𑣑𑣌𑣉 𑣚𑣁𑣋𑣂𑣑 𑣙𑣁𑣕𑣃𑣜𑣈𑣓 𑣙𑣉𑣌𑣉 𑣞𑣂𑣗𑣌𑣈 𑣗𑣂𑣕𑣂𑣅𑣈𑣖 𑣌𑣉 𑣈𑣖𑣁𑣑𑣂𑣈𑣌𑣉 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣁𑣌𑣉𑣁𑣄 𑣜𑣎𑣁 𑣗𑣆𑣓 𑣚𑣁𑣋𑣂𑣑𑣌𑣉 𑣌𑣎𑣂𑣅𑣈 𑣆𑣅𑣈𑣌𑣉.

𑢾𑣂𑣗𑣁 𑣜𑣎𑣁𑣓 𑣚𑣁𑣋𑣂𑣑 𑣈𑣅𑣁 𑣌𑣈𑣑𑣁𑣄 𑣈𑣓𑣕𑣈 𑢨 𑣈𑣞𑣃 𑣞𑣁𑣚 𑣎𑣉𑣌𑣁 𑣗𑣃𑣔𑣂𑣖𑣁𑣓 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣅𑣁 𑣚𑣈𑣌𑣁𑣕𑣈 𑣜𑣁𑣎 𑣌𑣈𑣑𑣁𑣄.

𑢡𑣅𑣈 𑣔𑣁𑣅𑣁𑣚𑣃 𑣁𑣜 𑣁𑣌𑣜𑣃𑣕𑣁𑣖𑣁𑣅𑣈 𑣞𑣁𑣞𑣁𑣌𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣁𑣜 𑣁𑣅𑣈 𑣞𑣁𑣗𑣂𑣓 𑣈𑣒𑣁 𑣌𑣉𑣁 𑣔𑣉𑣜𑣌𑣁𑣜 𑣁𑣅𑣈 𑣕𑣈 𑣁𑣅𑣁𑣕𑣈 𑣈𑣖𑣈𑣅𑣁.


Indira Gandhi was the first and only woman to serve as Prime Minister of India.

She was born in 1917 into a prominent political family, and her father, Jawaharlal Nehru, was the first Prime Minister of India.

Indira Gandhi was educated in India and England, and she married Feroze Gandhi in 1942.

Gandhi began her political career in 1955, when she was elected to the Indian Parliament.

She served in various ministerial positions in the government of her father, and in 1966 she became Prime Minister after his death.

Gandhi was a controversial figure, and her policies were often criticized.

She was accused of being authoritarian and of suppressing dissent.

However, she was also a popular leader, and she is credited with modernizing India and improving the lives of its people.

Gandhi was assassinated by her Sikh bodyguards in 1984.

She was succeeded by her son, Rajiv Gandhi.

Gandhi's life and career were marked by many challenges, but she never gave up on her dream of a better India.

𑢦𑣓𑣔𑣂𑣜𑣁 𑢫𑣓𑣔𑣙𑣂 𑣗𑣙𑣁𑣜𑣕 𑣜𑣈𑣓𑣂𑣄 𑣈𑣅𑣉𑣗 𑣌𑣃𑣆 𑣘𑣁𑣜𑣔𑣁𑣓𑣖𑣁𑣓𑣕𑣂𑣜𑣂 𑣚𑣈𑣌𑣁𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣞𑣈𑣗𑣁𑣈𑣄 𑣈𑣖𑣌𑣈𑣓𑣁.

𑢡𑣌𑣉 𑣘𑣆𑣒𑣂 𑣕𑣆𑣌𑣈𑣓𑣁 𑣈𑣞𑣃 1971 𑣋𑣁𑣙𑣛𑣂 𑣞𑣖𑣁𑣅 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣓𑣚𑣁𑣕𑣈, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣓𑣈𑣙𑣚𑣈𑣕𑣁𑣛 𑣈𑣞𑣃 𑣌𑣉𑣖 𑣎𑣂𑣓𑣂𑣝 𑣕𑣈𑣌𑣉 𑣏𑣚𑣁𑣉𑣓 𑣕𑣆 𑣌𑣈𑣓𑣁 𑣎𑣁𑣙 𑣚𑣈𑣌𑣁 𑣎𑣉𑣖𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑣙𑣞𑣃-𑣔𑣃𑣌𑣃 𑣜𑣈𑣅𑣁𑣄 𑣎𑣉𑣕𑣉𑣓 𑣞𑣃𑣖𑣁𑣊.

𑢶𑣂𑣑𑣉𑣙 𑣈𑣓𑣌𑣁𑣓 𑣙𑣉𑣄 𑣕𑣆 1942 𑣌𑣈𑣓𑣁 𑣑𑣂𑣓𑣑𑣈 𑣌𑣃𑣆 𑣙𑣉𑣓 𑣓𑣃𑣕𑣃𑣖 𑣕𑣅 𑢡𑣖𑣈𑣚𑣂𑣅𑣁.

𑢡𑣅𑣁 𑣗𑣁𑣜𑣂𑣅𑣈 𑣙𑣉𑣓 𑣌𑣂𑣓, 𑢼𑣁𑣎𑣂𑣗 𑣁𑣜 𑢾𑣁𑣓𑣎𑣈𑣅

𑢨’ 𑣘𑣆𑣒𑣂 𑣌𑣈𑣓𑣁 𑣖𑣂𑣑𑣉𑣙 𑣇𑣈𑣒𑣜𑣈𑣞𑣞 𑣚𑣈𑣌𑣁𑣕𑣈 𑣖𑣂𑣑𑣉𑣙 𑣙𑣃𑣛𑣂𑣊𑣚𑣈𑣌𑣁𑣓 𑣑𑣂𑣓𑣈𑣜 1955 𑣜𑣈, 𑣉𑣓𑣑𑣉𑣄 𑢨’𑣄 𑣞𑣃𑣖𑣈𑣊 𑣉𑣁𑣄 𑣗𑣙𑣁𑣛𑣁 𑣈𑣖𑣈 𑣚𑣈𑣌𑣁𑣋𑣈 𑣘𑣉𑣈𑣞𑣁𑣄 𑣓𑣁𑣖𑣈 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨’𑣄 𑣞𑣗𑣈𑣓 𑣔𑣂𑣓 𑣜𑣈𑣊𑣋𑣈𑣄 𑣕𑣈 𑣋𑣂𑣕𑣂𑣄 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑢨’ 𑣞𑣗𑣈𑣓 𑣞𑣖𑣁𑣅 𑣇𑣛𑣃𑣄 𑣜𑣈𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣁𑣅𑣁𑣄 𑣔𑣁𑣙𑣜𑣁𑣙 𑣔𑣂𑣓𑣈𑣄 𑣇𑣛𑣃𑣄 1966 𑣜𑣈.

𑢫𑣁𑣓𑣔𑣙𑣂 𑣗𑣂𑣗𑣁𑣔𑣂𑣓 𑣗𑣈𑣌𑣕𑣂 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁, 𑣁𑣅𑣁 𑣅𑣉𑣎𑣓𑣁 𑣌𑣉 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣁𑣚𑣉𑣏𑣁𑣓𑣁𑣉 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢡𑣅𑣈 𑣔𑣉𑣞𑣂 𑣕𑣁𑣓𑣁 𑣞𑣁𑣕𑣕𑣁𑣗𑣁𑣔𑣂 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑣔𑣁𑣗𑣁 𑣖𑣁𑣕𑣗𑣙𑣈𑣔 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣓𑣌𑣁𑣅𑣈 𑣕𑣈 𑣜𑣈𑣅𑣉 𑣁𑣅𑣈 𑣏𑣁𑣜𑣏𑣂𑣕 𑣓𑣈𑣕𑣁 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁, 𑣁𑣅𑣈 𑣁𑣌𑣁𑣚𑣂𑣕𑣉 𑣕𑣁𑣓𑣁 𑣕𑣁𑣓𑣁 𑣁𑣔𑣙𑣃𑣓𑣂𑣌 𑢷𑣙𑣁𑣜𑣁𑣕 𑣁𑣜 𑣙𑣉 𑣌𑣉𑣁 𑣎𑣂𑣗𑣉𑣓 𑣞𑣈𑣔𑣙𑣁𑣜𑣈 𑣚𑣁𑣋𑣂𑣑.

𑢹𑣕𑣂 𑣔𑣉 𑣞𑣁𑣙𑣊𑣋𑣁𑣜 𑣌𑣉 𑣌𑣁𑣙 𑣗𑣉𑣜𑣉 𑣌𑣈𑣙𑣕𑣈 𑣓𑣂𑣝𑣘𑣂𑣌𑣂𑣜 𑣌𑣉 𑣙𑣉𑣓𑣉𑣜𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣏𑣝𑣂𑣌𑣉 𑣁𑣒𑣌𑣁𑣜 𑣇𑣕𑣈𑣜𑣈𑣅𑣁 𑣏𑣂 𑣁𑣌𑣉𑣁𑣄 𑣏𑣁𑣙𑣝𑣉1984 𑣌𑣉 𑣌𑣁𑣌𑣉 𑣚𑣉𑣞𑣌𑣁𑣓𑣈𑣅𑣁.

𑢡𑣅𑣁 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣁𑣅𑣁 𑣙𑣉𑣈 𑣙𑣃𑣎𑣃 𑣅𑣁𑣓𑣁, 𑢼𑣁𑣎𑣂𑣗 𑢫𑣁𑣓𑣔𑣙𑣂.

𑢫𑣁𑣓𑣑𑣙𑣂𑣅𑣈 𑣎𑣂𑣗𑣉𑣓 𑣁𑣜 𑣁𑣎𑣂𑣗𑣂𑣌𑣁 𑣈𑣞𑣃 𑣏𑣃𑣓𑣉𑣕𑣂 𑣜𑣈 𑣏𑣂𑣓𑣙𑣁 𑣌𑣁𑣓𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣅𑣈 𑣏𑣃𑣆𑣚𑣈𑣉 𑣌𑣁𑣙𑣁 𑣗𑣁𑣋𑣈 𑣌𑣈𑣑𑣁 𑣁𑣅𑣁 𑣌𑣃𑣖𑣃 𑣗𑣈𑣙𑣈𑣕𑣁𑣜 𑢷𑣙𑣁𑣜𑣁𑣕 𑣚𑣁𑣋𑣈𑣑.


In the small town of Malgudi, there was a corrupt police inspector named Ramasamy.

He would often take bribes from the people he arrested, and he would also use his power to harass and intimidate people.

One day, Ramasamy arrested a young man named Krishnan for a crime he did not commit.

Krishnan was innocent, but Ramasamy refused to listen to him.

He demanded a bribe from Krishnan, and when Krishnan refused to pay, Ramasamy threw him in jail.

Krishnan's father, a poor farmer, was desperate to get his son out of jail.

He went to see Ramasamy and begged him to release Krishnan, but Ramasamy refused.

The farmer then went to the local temple and prayed to God for help.

The next day, the farmer was walking home from the temple when he saw a large snake crossing the road.

The farmer was afraid of snakes, but he knew that he had to do something to help his son.

He picked up the snake and carried it to the police station.

When Ramasamy saw the snake, he was terrified.

𑢶𑣚𑣋𑣃𑣛𑣂 𑣚𑣈𑣌𑣁𑣓 𑣙𑣃𑣛𑣂𑣊 𑣗𑣎𑣜 𑣜𑣈, 𑢼𑣖𑣁𑣞𑣁𑣖𑣂 𑣓𑣃𑣕𑣃𑣖𑣕𑣈 𑣖𑣂𑣓𑣑𑣉𑣙 𑣎𑣃𑣖𑣗𑣃𑣆 𑣘𑣉𑣚𑣂𑣞 𑣆𑣓𑣞𑣘𑣈𑣌𑣒𑣉𑣜𑣈𑣄 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢨 𑣁𑣜𑣈𑣞𑣒 𑣙𑣉𑣙𑣌𑣉 𑣕𑣄𑣅𑣈𑣕𑣈 𑣋𑣃𑣇𑣞𑣈𑣄 𑣎𑣉𑣖𑣈𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑢨 𑣙𑣉𑣙𑣌𑣉𑣈𑣄 𑣗𑣉𑣜𑣉 𑣆𑣏𑣂 𑣉𑣓𑣑𑣉𑣄 𑣔𑣉𑣖𑣌𑣁𑣉𑣙 𑣌𑣈𑣙𑣕𑣈 𑣁𑣅𑣁𑣄 𑣘𑣁𑣟𑣁𑣜𑣈𑣄 𑣇𑣔𑣃𑣗𑣈 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢶𑣚𑣞𑣂𑣍, 𑢼𑣖𑣁𑣞𑣁𑣖𑣂 𑣖𑣂𑣓𑣑𑣉𑣙 𑢬𑣜𑣂𑣞𑣓𑣁𑣓 𑣓𑣃𑣕𑣃𑣖𑣁𑣓 𑣞𑣈𑣘𑣈𑣑𑣈𑣄 𑣙𑣉 𑣙𑣉𑣄𑣈 𑣖𑣈𑣓𑣕𑣈𑣄 𑣁𑣜𑣈𑣞𑣒 𑣌𑣂𑣄𑣅𑣁.

𑢬𑣜𑣂𑣞𑣓𑣁𑣓 𑣈𑣞𑣃 𑣞𑣔𑣁 𑣞𑣂𑣔𑣁𑣓𑣂𑣄, 𑣖𑣈𑣓𑣔𑣉 𑢼𑣖𑣁𑣞𑣁𑣖𑣂 𑣁𑣅𑣁𑣄 𑣌𑣎𑣂 𑣌𑣅𑣈 𑣁𑣅𑣃𑣖 𑣚𑣈𑣑𑣁.

𑢨𑣓𑣌𑣉 𑣌𑣂𑣜𑣞𑣁𑣓 𑣕𑣁𑣄𑣈𑣕𑣈 𑣜𑣂𑣞𑣁𑣉𑣕𑣌𑣉 𑣁𑣞𑣂 𑣚𑣂𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 𑣈𑣓𑣕𑣈 𑣏𑣂𑣖𑣕𑣈𑣊 𑣌𑣂𑣜𑣞𑣁𑣓 𑣈𑣖𑣈 𑣚𑣁𑣋𑣂𑣑𑣈𑣄 𑣖𑣓 𑣌𑣈𑣑𑣁, 𑣈𑣓𑣔𑣉 𑣜𑣖𑣁𑣞𑣁𑣖𑣂 𑣆𑣓𑣂𑣄 𑣎𑣈𑣚𑣈𑣄 𑣌𑣃𑣚 𑣕𑣆𑣚𑣅𑣈.

𑢬𑣜𑣂𑣞𑣓𑣁𑣓‘𑣄 𑣁𑣘𑣃𑣕𑣈 𑣈𑣞𑣃 𑣜𑣈𑣊𑣋𑣈𑣄 𑣏𑣞𑣂 𑣙𑣉𑣙, 𑣎𑣈𑣚𑣈𑣙𑣕𑣈 𑣙𑣉𑣓 𑣉𑣄𑣚𑣚𑣂 𑣚𑣋𑣂𑣑 𑣓𑣂𑣜𑣁𑣞 𑣏𑣗𑣁 𑣚𑣈𑣓𑣁𑣄𑣈.

𑢨 𑢼𑣖𑣞𑣁𑣖𑣂𑣕𑣄𑣕𑣈 𑣓𑣈𑣚 𑣚𑣋𑣂𑣑𑣈𑣄 𑣞𑣈𑣓𑣚𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣅𑣁𑣄 𑣞𑣂𑣒𑣂𑣅𑣁 𑢬𑣜𑣂𑣞𑣓𑣁𑣓 𑣉𑣄𑣚𑣚𑣂 𑣚𑣋𑣂𑣑, 𑣖𑣈𑣓𑣔𑣉 𑢼𑣖𑣞𑣁𑣖𑣂𑣄 𑣖𑣓𑣁𑣌𑣂𑣄𑣅𑣁𑣈.

𑢨𑣓 𑣏𑣞𑣂 𑣏𑣓𑣗 𑣎𑣘𑣄𑣜𑣈 𑣖𑣈𑣓𑣁𑣄 𑣖𑣉𑣓𑣔𑣂𑣜𑣈𑣄 𑣞𑣈𑣓𑣉𑣄𑣅𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑢾𑣂𑣍 𑣙𑣗𑣊𑣋𑣁 𑣕𑣄𑣜𑣈𑣄 𑣔𑣈𑣊𑣋𑣁 𑣚𑣋𑣂𑣑𑣈𑣄 𑣙𑣜𑣂 𑣋𑣉𑣁𑣙𑣜𑣂 𑣌𑣈𑣑𑣁.

𑢯𑣓𑣗 𑣖𑣃𑣞𑣂𑣊, 𑢯𑣞𑣂 𑣏𑣂𑣖𑣕𑣊 𑣉𑣁𑣙𑣄𑣈𑣕𑣈 𑣖𑣉𑣓𑣔𑣉𑣂𑣜 𑣎𑣉𑣊 𑣞𑣈𑣓-𑣞𑣈𑣓 𑣕𑣈𑣄 𑣞𑣈𑣓 𑣚𑣈𑣑𑣁 𑣆𑣖𑣕𑣊 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣜𑣊 𑣗𑣂𑣍 𑣙𑣉𑣜𑣁𑣜𑣈𑣄 𑣘𑣁𑣜𑣉𑣖 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢯𑣞𑣂 𑣗𑣂𑣍𑣌𑣉 𑣈𑣝𑣃𑣆𑣄 𑣗𑣉𑣜𑣉𑣔𑣈𑣌𑣉𑣁𑣙, 𑣖𑣈𑣓𑣔𑣉 𑢨 𑣁𑣔𑣁𑣓𑣁 𑣏𑣂 𑣁𑣅𑣈𑣄 𑣁𑣅𑣁𑣄 𑣙𑣉𑣓 𑣚𑣋𑣂𑣑 𑣎𑣈𑣕𑣓𑣁𑣄𑣉𑣙𑣋𑣈𑣄 𑣘𑣆𑣒𑣂 𑣔𑣆𑣅𑣁𑣄.

𑢨 𑣗𑣂𑣍 𑣞𑣁𑣗𑣌𑣈𑣙𑣕𑣈 𑣘𑣉𑣚𑣂𑣞 𑣈𑣞𑣒𑣈𑣞𑣉𑣓𑣈𑣄 𑣆𑣔𑣂𑣚𑣂𑣄𑣅𑣁.

𑢯𑣂𑣖𑣕𑣊 𑢼𑣖𑣞𑣁𑣖𑣂 𑣈𑣓 𑣗𑣂𑣍𑣈𑣄 𑣓𑣈𑣚𑣌𑣂𑣄𑣅𑣁, 𑣈𑣞𑣃𑣆𑣄 𑣗𑣉𑣜𑣉𑣌𑣈𑣑𑣁.


Dear [Recipient Name], I hope this letter finds you well.

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

We are grateful for the bountiful crops that we have been able to grow, and we are looking forward to a successful year ahead.

I am writing to you today to tell you about my experience with the Clean India campaign.

As you know, the Clean India campaign is a nationwide effort to promote cleanliness and sanitation in India.

I have been involved in this campaign since its inception, and I have seen firsthand the positive impact that it has had on our community.

One of the most important things that the Clean India campaign has done is to raise awareness of the importance of cleanliness.

People are now more aware of the need to dispose of waste properly, and they are more willing to take action to keep their communities clean.

Another important thing that the Clean India campaign has done is to provide resources to help people clean up their communities.

The government has provided funding for new garbage collection and recycling programs, and it has also provided training for people who want to become sanitation workers.

As a result of the Clean India campaign, our community is cleaner and more sanitary than ever before.

𑢹𑣁𑣚𑣂[𑣎𑣋𑣜 𑣕𑣈𑣚𑣅 𑣓𑣂𑣄𑣅𑣁 𑣓𑣃𑣕𑣃𑣖} 𑣁𑣍 𑣇𑣛𑣃𑣄 𑣕𑣑𑣁 𑣓𑣈𑣓 𑣏𑣂𑣕𑣂 𑣗𑣐𑣂𑣁 𑣓𑣖 𑣗𑣈𑣓𑣁.

𑢡𑣍 𑣁𑣚𑣈𑣅𑣁 𑣋𑣃𑣅𑣃𑣅 𑣕𑣈𑣍 𑣉𑣚𑣖 𑣕𑣓𑣁 𑣁𑣚𑣈𑣅𑣁 𑣘𑣁𑣜𑣂𑣗𑣜𑣈𑣕𑣈, 𑣉𑣌𑣓𑣜𑣈𑣏𑣂 𑣓𑣈𑣄 𑣞𑣂𑣜𑣖𑣁 𑣗𑣐𑣂𑣁 𑣉𑣖𑣉𑣛𑣌𑣉 𑣙𑣉𑣗𑣁𑣄 𑣌𑣓𑣁.

𑢡𑢷𑣃 𑣞?𑣃𑣜𑣁𑣄 𑣉𑣖𑣉𑣛 𑣚𑣋𑣂𑣑𑣕𑣈 𑣗𑣁𑣗𑣁 𑣗𑣂𑣕𑣂𑣈𑣖 𑣏𑣂 𑣁𑣗𑣃𑣗𑣃 𑣉𑣖𑣉𑣛 𑣔𑣂𑣅𑣁𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣗𑣃 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓 𑣞𑣂𑣜𑣖𑣁 𑣘𑣃𑣁𑣄 𑣉𑣖𑣉𑣛 𑣚𑣋𑣂𑣑𑣗𑣃 𑣓𑣈𑣚 𑣕𑣓𑣁.

𑢡𑣍 𑣁𑣗𑣈𑣓 𑣇𑣔𑣃𑣗𑣁 𑣗𑣈𑣓 𑣚𑣋𑣂𑣑 𑣏𑣕𑣂 𑣚𑣂𑣍 𑣉𑣚𑣁 𑣗𑣈𑣓 𑣕𑣓𑣁 𑣏𑣂 𑣁𑣍𑣁 𑣞𑣈𑣗𑣈 𑣞𑣘𑣁 𑣗𑣙𑣁𑣜𑣉𑣕 𑣚𑣉𑣄𑣕𑣈 𑣚𑣋𑣂𑣑.

𑢯𑣂𑣚𑣂𑣌𑣁 𑣁𑣗𑣈𑣓 𑣁𑣔𑣁𑣙𑣓𑣁 𑣖𑣂𑣁𑣑 𑣞𑣘𑣞 𑣗𑣙𑣜𑣉𑣕 𑣎𑣃𑣖𑣂𑣔 𑣖𑣂𑣓𑣉𑣄 𑣔𑣂𑣞𑣉𑣖𑣋𑣉𑣒𑣁 𑣏𑣈𑣞𑣒𑣁 𑣑𑣈𑣑𑣚𑣂𑣓 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣓𑣂𑣒𑣈𑣞𑣉𑣓 𑣁𑣅𑣁𑣜𑣘𑣁𑣄 𑣗𑣁𑣛𑣁𑣙𑣈 𑣚𑣋𑣂𑣑.

𑢡𑣍 𑣓𑣈𑣓 𑣔𑣉𑣙𑣛𑣉 𑣜𑣈𑣍 𑣖𑣂𑣞𑣁𑣙 𑣌𑣓𑣁 𑣈𑣅𑣉𑣗𑣈𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣉𑣍 𑣓𑣈𑣚 𑣕𑣑𑣁𑣗𑣐𑣂𑣁𑣋𑣈𑣘𑣂𑣒𑣂 𑣙𑣗𑣓𑣕𑣓𑣁𑣏𑣂 𑣓𑣈𑣅 𑣜𑣈𑣅𑣁 𑣞𑣉𑣖𑣎 𑣕𑣁𑣚𑣈 𑣖𑣈𑣓𑣁𑣄.

𑢶𑣂𑣁𑣑 𑣖𑣜𑣀 𑣎𑣂𑣓𑣞𑣉 𑣏𑣂 𑣖𑣂𑣁𑣑 𑣞𑣘𑣁 𑣗𑣙𑣁𑣜𑣉𑣕 𑣔𑣉𑣙𑣛𑣉 𑣘𑣂𑣒𑣂 𑣕𑣑𑣁𑣁𑣅𑣁𑣜𑣘𑣁𑣄 𑣏𑣂𑣜𑣋𑣚𑣈𑣕𑣈𑣅𑣁 𑣉𑣌𑣉𑣓𑣌𑣉𑣏𑣂 𑣙𑣁𑣜𑣃𑣗𑣁 𑣌𑣓 𑣕𑣈𑣅𑣁𑣄𑣌𑣉.

𑢷𑣎𑣈 𑣞𑣉𑣖𑣘𑣉𑣔𑣌𑣉 𑣏𑣁𑣗𑣅 𑣚𑣋𑣂𑣑 𑣙𑣉𑣙𑣌𑣉 𑣔𑣉𑣜𑣌𑣜 𑣕𑣓𑣁 𑣏𑣂𑣜𑣋𑣁𑣚𑣈 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣘𑣃𑣜𑣁𑣄 𑣁𑣞𑣁𑣌𑣉 𑣆𑣑𑣈 𑣕𑣓𑣁 𑣞𑣉𑣖𑣎 𑣞𑣘𑣁 𑣜𑣂𑣌𑣅 𑣚𑣋𑣂𑣑.

𑢩𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣜𑣀 𑣎𑣂𑣓𑣞𑣉 𑣏𑣂 𑣖𑣂𑣁𑣑 𑣞𑣘𑣁 𑣗𑣙𑣁𑣜𑣉𑣕 𑣔𑣉𑣙𑣛𑣉𑣘𑣂𑣒𑣂 𑣕𑣑𑣁 𑣁𑣌𑣉𑣁 𑣞𑣉𑣖𑣎𑣌𑣉 𑣞𑣘𑣁 𑣚𑣋𑣂𑣑 𑣗𑣂𑣕𑣂𑣌𑣉 𑣈𑣖𑣈 𑣕𑣓𑣁.

𑢷𑣁𑣎𑣈 𑣎𑣂𑣓𑣂𑣞𑣌𑣉 𑣙𑣃𑣓𑣑𑣂𑣙 𑣚𑣋𑣂𑣑 𑣞𑣉𑣜𑣌 𑣘𑣉𑣅𑣞𑣁 𑣈𑣖 𑣕𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣗𑣂𑣜𑣃𑣁 𑣚𑣋𑣂𑣑, 𑣓𑣈𑣓𑣁𑣌𑣉 𑣗𑣂𑣜𑣃𑣁 𑣚𑣋𑣂𑣑 𑣒𑣈𑣜𑣓𑣂𑣀𑣌𑣉 𑣈𑣖𑣁𑣌𑣉 𑣕𑣓𑣁 𑣙𑣉𑣙𑣌𑣉 𑣉𑣌𑣉𑣅 𑣓𑣈𑣓 𑣞𑣁𑣓𑣂𑣒𑣁𑣞𑣉𑣓 𑣘𑣂𑣒𑣂 𑣞𑣁𑣓𑣀 𑣕𑣓𑣌𑣉.

𑢸𑣙𑣉𑣛𑣉𑣜𑣈 𑣞𑣘𑣁 𑣗𑣙𑣜𑣉𑣕 𑣔𑣉𑣙𑣛𑣉 𑣜𑣈 𑣁𑣅𑣁𑣜𑣈𑣙 𑣕𑣈 𑣓𑣁𑣙 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣞𑣘𑣁 𑣋𑣈𑣅𑣁.


Onam is a harvest festival celebrated in the Indian state of Kerala.

It is a time for family and friends to come together and celebrate the good harvest.

The festival lasts for ten days, and each day is filled with different activities and traditions.

One of the most important traditions of Onam is the Vallamkali, or snake boat race.

This is a boat race that takes place on the River Pampa.

The boats are long and narrow, and they are decorated with flowers and leaves.

The race is very competitive, and it is a lot of fun to watch.

Another important tradition of Onam is the Pookalam, or flower rangoli.

This is a beautiful design made out of flowers that is placed in front of the house.

The Pookalam is a way to welcome the gods and goddesses, and it is also a way to show respect to the elders.

Onam is a time for feasting and celebration.

There are many traditional dishes that are eaten during the festival, such as rice, fish, and vegetables.

There is also a lot of singing and dancing.

𑢩𑣓𑣁𑣖 𑣔𑣉 𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈𑣅𑣄 𑢬𑣈𑣜𑣉𑣚𑣛 𑣜𑣆𑣎 𑣜𑣈 𑣌𑣉 𑣖𑣓𑣁𑣕𑣂𑣊 𑣌𑣂𑣜𑣝𑣂 𑣆𑣜 𑣘𑣉𑣜𑣉𑣗 𑣕𑣓𑣁.

𑢳𑣈𑣓 𑣔𑣂𑣚𑣀 𑣜𑣈 𑣉𑣙𑣗𑣄 𑣙𑣉 𑣌𑣉 𑣉𑣀𑣑𑣉𑣄 𑣎𑣃𑣛𑣂 𑣌𑣉 𑣖𑣂𑣑 𑣕𑣁𑣄 𑣚𑣈𑣓𑣕𑣈 𑣌𑣂𑣜𑣝𑣂 𑣆𑣜 𑣘𑣉𑣜𑣉𑣗 𑣖𑣓𑣁𑣕𑣂𑣊 𑣕𑣈𑣅𑣄 𑣞𑣉𑣖𑣅 𑣋𑣈 𑣕𑣓𑣁.

𑣈𑣓 𑣘𑣉𑣜𑣉𑣗 𑣔𑣉 𑣋𑣈𑣚 𑣖𑣁𑣙 𑣕𑣈𑣌𑣉 𑣖𑣓𑣁𑣕𑣂𑣊 𑣁 𑣉𑣀𑣑𑣉𑣄 𑣎𑣁𑣉 𑣋𑣈 𑣓𑣖𑣁 𑣓𑣖𑣁 𑣘𑣓𑣁𑣆𑣒𑣂 𑣌𑣉 𑣏𑣉𑣚𑣉𑣓 𑣚𑣈𑣌𑣁𑣒𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢷𑣂𑣚𑣚𑣁𑣖𑣌𑣁𑣚𑣂 𑣏𑣂 𑢭 𑣑𑣊𑣋𑣁 𑣙𑣜 𑣙𑣘𑣁𑣜𑣁𑣉 𑣉𑣓𑣁𑣖 𑣘𑣉𑣜𑣉𑣗 𑣜𑣈𑣅𑣄 𑣞𑣗𑣈𑣓 𑣌𑣉𑣈𑣕𑣈 𑣖𑣂𑣅𑣈𑣑 𑣖𑣜𑣀 𑣏𑣉𑣚𑣉𑣓 𑣕𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣔𑣉 𑣑𑣊𑣋𑣁 𑣙𑣜 𑣙𑣁𑣘𑣜𑣁𑣉 𑣋𑣈 𑣕𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣁𑣔𑣉 𑣘𑣁𑣖𑣘𑣁 𑣋𑣁𑣛𑣁 𑣙𑣉𑣗𑣁𑣓𑣁

𑢳𑣈𑣓 𑣑𑣊𑣋𑣁 𑣌𑣉𑣔𑣉 𑣎𑣂𑣚𑣂𑣊 𑣋𑣈𑣅 𑣉𑣀𑣑𑣉𑣄 𑣌𑣁𑣋𑣈 𑣉𑣞𑣁𑣜𑣁 𑣈𑣓𑣁𑣌𑣉𑣔𑣉 𑣗𑣙 𑣉𑣀𑣑𑣉𑣄 𑣘𑣕𑣙 𑣕𑣈 𑣞𑣎𑣁𑣉𑣁 𑣌𑣓𑣉𑣄 𑣁.

𑢳𑣈𑣓 𑣑𑣊𑣋𑣁 𑣙𑣜 𑣔𑣉 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣙𑣘𑣁𑣜𑣁𑣉 𑣕𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁 𑣓𑣈𑣚 𑣕𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣜𑣀𑣞𑣁 𑣋𑣈 𑣁𑣔𑣁𑣉𑣄𑣁

𑢩𑣓𑣁𑣖 𑣜𑣈𑣅𑣄 𑣉𑣀𑣑𑣉𑣄 𑣖𑣂𑣅𑣈𑣑 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣏𑣉𑣚𑣉𑣓 𑣔𑣉 𑣕𑣓𑣁 𑢸𑣃𑣇𑣌𑣁𑣚𑣁𑣖 𑣏𑣂 𑣗𑣙 𑣜𑣀𑣋𑣉𑣚𑣂 .

𑢳𑣈𑣅𑣁𑣔𑣉 𑣗𑣙 𑣕𑣈 𑣗𑣆𑣅𑣁𑣌𑣁𑣓 𑣖𑣂𑣅𑣈𑣑 𑣈𑣞𑣃 𑣗𑣐𑣂𑣅𑣁𑣓 𑣑𑣂𑣎𑣁𑣆𑣓 𑣕𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣁𑣔𑣉 𑣉𑣛𑣄 𑣞𑣖𑣁𑣊 𑣜𑣈 𑣌𑣉 𑣜𑣂𑣌𑣁𑣅𑣁 .

𑢸𑣃𑣇𑣌𑣁𑣚𑣁𑣖 𑣔𑣉 𑣈𑣊𑣋𑣁 𑣗𑣃𑣜𑣃 𑣌𑣉 𑣈𑣚𑣁𑣔𑣁𑣜𑣉𑣖 𑣌𑣉 𑣕𑣈𑣅𑣄 𑣖𑣂𑣅𑣈𑣑 𑣏𑣉𑣚𑣉𑣓 𑣕𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣓𑣈𑣅𑣁𑣋𑣈 𑣖𑣜𑣀 𑣙𑣉𑣉 𑣌𑣉 𑣖𑣁𑣓 𑣖𑣁𑣓𑣁𑣕𑣂𑣊 𑣌𑣉 𑣕𑣈𑣅𑣄 𑣗𑣂𑣕𑣂 𑣕𑣓𑣁.

𑢩𑣓𑣁𑣖 𑣘𑣉𑣜𑣉𑣗 𑣔𑣉 𑣎𑣉𑣖 𑣓𑣃𑣄 𑣉𑣀𑣑𑣉𑣄 𑣜𑣀𑣞𑣁 𑣗𑣀𑣞𑣁 𑣖𑣓𑣁𑣕𑣂𑣊 𑣜𑣈𑣅𑣄 𑣘𑣉𑣜𑣉𑣗 𑣕𑣓𑣁

𑢴𑣉𑣞𑣕𑣃𑣜 𑣚𑣈𑣌𑣁𑣕𑣈 𑣓𑣈𑣓 𑣘𑣉𑣜𑣉𑣗𑣜𑣈𑣔𑣉 𑣖𑣁𑣀𑣑𑣂 𑣙𑣆 𑣓𑣈𑣚𑣈𑣌𑣓 𑣎𑣉𑣖𑣈𑣕𑣈𑣅𑣁𑣄 𑣌𑣉 𑣗𑣆𑣓𑣁.

𑢨𑣞𑣃 𑣚𑣁𑣚𑣂 𑣞𑣃𑣞𑣃𑣓 𑣔𑣃𑣜𑣀 𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.


The influences of religion on music are vast and varied.

From the chanting of hymns in ancient temples to the soaring melodies of gospel songs, music has long been used to express religious beliefs and emotions.

In many religions, music is seen as a way to connect with the divine.

The sounds and rhythms of music can create a sense of awe and reverence, and can help to transport the listener to a higher plane of consciousness.

For example, in Hinduism, music is considered to be a form of yoga.

The practice of kirtan, or devotional chanting, is said to help to purify the mind and open the heart to the divine.

In Buddhism, music is often used as a form of meditation, helping to focus the mind and bring about a state of calm and tranquility.

In addition to its spiritual role, music can also be used to address social and political issues.

In the civil rights movement, for example, music played a powerful role in mobilizing people and inspiring them to fight for justice.

The songs of Martin Luther King Jr, Mahalia Jackson, and others helped to give voice to the hopes and dreams of African Americans, and helped to bring about a more just and equitable society.

𑢴𑣃𑣜𑣁𑣊 𑣏𑣈𑣕𑣓𑣜𑣈 𑣔𑣉𑣜𑣉𑣖 𑣜𑣈𑣅𑣄 𑣈𑣞𑣃 𑣖𑣜𑣊 𑣔𑣁𑣗𑣁𑣉𑣙 𑣉𑣓𑣑𑣉𑣄 𑣋𑣉𑣓𑣉𑣊.

𑢶𑣃𑣓𑣃𑣁𑣄 𑣖𑣉𑣓𑣔𑣂𑣜𑣌𑣉 𑣜𑣈𑣔𑣉 𑣎𑣘𑣁𑣓𑣁𑣅𑣕𑣈 𑣈𑣅𑣉𑣗 𑣌𑣈𑣙𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣌𑣉𑣗𑣉𑣜, 𑣔𑣃𑣜𑣊 𑣏𑣂 𑣖𑣈𑣚𑣉𑣑𑣂 𑣎𑣉𑣊 𑣔𑣉𑣜𑣉𑣖 𑣗𑣂𑣞𑣁𑣞 𑣉𑣓𑣑𑣉𑣄 𑣗𑣙𑣁𑣗𑣉𑣓𑣁 𑣓𑣂𑣕𑣂𑣜𑣈 𑣚𑣋𑣂𑣑 𑣔𑣃𑣜𑣁𑣊 𑣜𑣃𑣇𑣘 𑣜𑣈𑣋𑣈 𑣕𑣆 𑣙𑣃𑣎𑣃𑣄𑣁𑣙 𑣌𑣓𑣁.

𑢸𑣃𑣜𑣁𑣄 𑣕𑣈 𑣘𑣃𑣜𑣁𑣄 𑣔𑣉𑣜𑣉𑣖 𑣌𑣉𑣜𑣈, 𑣔𑣃𑣜𑣁𑣊 𑣋𑣈 𑣖𑣂𑣓𑣑𑣉𑣙 𑣙𑣗𑣉𑣊𑣋𑣁 𑣌𑣉𑣚𑣉𑣙 𑣎𑣋𑣜 𑣕𑣈𑣅𑣄 𑣙𑣉𑣜𑣁 𑣕𑣓𑣁.

𑢴𑣃𑣜𑣊 𑣜𑣈𑣅𑣁𑣄 𑣞𑣉𑣗𑣉𑣔 𑣉𑣓𑣑𑣉𑣄 𑣎𑣘𑣁𑣓𑣁𑣅 𑣕𑣈𑣅𑣄 𑣗𑣉𑣜𑣉 𑣇𑣛𑣃𑣄 𑣙𑣃𑣎𑣃𑣄 𑣈𑣖𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣅𑣃𑣖 𑣕𑣓𑣌𑣉 𑣚𑣋𑣂𑣑 𑣖𑣖𑣜𑣊 𑣇𑣛𑣃𑣄 𑣁𑣘𑣂𑣜 𑣎𑣁𑣙𑣎𑣉𑣜𑣈 𑣁𑣘𑣂𑣜𑣈𑣓 𑣚𑣈𑣌𑣁𑣌𑣉 𑣁𑣔𑣅𑣁.

𑢮𑣁𑣙𑣚𑣈𑣌𑣁, 𑢹𑣂𑣓𑣔𑣃𑣌𑣉𑣜𑣈, 𑣔𑣃𑣜𑣁𑣊𑣔𑣉 𑣖𑣂𑣓𑣑𑣉𑣙 𑣅𑣉𑣋 𑣜𑣈𑣅𑣁𑣄 𑣜𑣃𑣇𑣘𑣚𑣈𑣌𑣁 𑣖𑣓𑣕𑣂𑣊𑣁𑣙 𑣌𑣓𑣁.

𑢫𑣁𑣀𑣐𑣉𑣅 𑣕𑣈𑣅𑣄, 𑣏𑣂 𑣕𑣘𑣓𑣈 𑣕𑣈𑣅𑣄, 𑣖𑣉𑣓 𑣞𑣃𑣔𑣔𑣂 𑣕𑣈𑣅𑣄 𑣉𑣓𑣑𑣉𑣄 𑣎𑣂𑣆 𑣜𑣈𑣅𑣄 𑣌𑣎𑣂 𑣞𑣂𑣍𑣙𑣗𑣊𑣋𑣁 𑣕𑣄𑣕𑣈 𑣗𑣈𑣒𑣅 𑣚𑣋𑣂𑣑 𑣔𑣈𑣊𑣋𑣁𑣈𑣄 𑣈𑣖𑣈𑣅𑣁 𑣖𑣈𑣓𑣕𑣈𑣌𑣉 𑣌𑣎𑣂𑣅𑣁.

𑢷𑣃𑣔𑣔𑣉 𑣔𑣙𑣉𑣜𑣉𑣖 𑣜𑣈, 𑣔𑣃𑣜𑣊𑣋𑣈 𑣑𑣙𑣈𑣅𑣁𑣓 𑣜𑣈𑣅𑣁𑣄 𑣖𑣂𑣓𑣑𑣉𑣙 𑣜𑣃𑣆𑣘 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣖𑣉𑣓 𑣔𑣙𑣈𑣅𑣁𑣓 𑣈𑣖𑣈𑣕𑣈𑣅𑣄 𑣉𑣓𑣑𑣉𑣄 𑣓𑣂𑣜𑣚 𑣏𑣂 𑣝𑣁𑣓𑣕𑣂𑣜𑣈 𑣕𑣆𑣓 𑣕𑣈𑣅𑣄 𑣚𑣋𑣂𑣑 𑣔𑣈𑣊𑣋𑣁𑣈 𑣈𑣖𑣈𑣅𑣈𑣁.

𑢳𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣗𑣉𑣊𑣋𑣁𑣗𑣃𑣜𑣃 𑣚𑣉𑣄𑣕𑣈, 𑣙𑣃𑣔𑣁 𑣉𑣓𑣑𑣉𑣄 𑣜𑣁𑣎𑣓𑣂𑣕𑣂𑣆𑣌 𑣌𑣉𑣓𑣉𑣄 𑣜𑣈𑣅𑣄 𑣙𑣓𑣚 𑣚𑣋𑣂𑣑 𑣔𑣃𑣜𑣊𑣉𑣙𑣋𑣈 𑣌𑣖𑣂𑣜𑣈 𑣙𑣃𑣎𑣃𑣄𑣁𑣙.

𑢳𑣋𑣉𑣜𑣂𑣌 𑣉𑣔𑣙𑣂𑣌𑣁𑣜 𑣜𑣈𑣅𑣄 𑣇𑣚𑣋𑣃𑣚𑣁𑣓𑣜𑣈, 𑣏𑣂𑣚𑣂𑣌𑣁 𑣏𑣂 𑣔𑣃𑣜𑣊 𑣙𑣉𑣙𑣌𑣉𑣌𑣈 𑣖𑣂𑣑𑣕𑣁𑣄𑣌𑣉𑣁𑣙 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣓𑣈𑣅𑣁𑣈 𑣚𑣋𑣂𑣑 𑣚𑣛𑣁𑣆 𑣕𑣈𑣅𑣄𑣋𑣈 𑣖𑣂𑣓𑣑𑣉𑣙 𑣈𑣞𑣃 𑣖𑣜𑣊 𑣖𑣆𑣚𑣌𑣃𑣓𑣒𑣃 𑣚𑣈𑣋𑣁𑣈 𑣌𑣖𑣂𑣚𑣈𑣑𑣁.

𑢶𑣒𑣂𑣓 𑢺𑣃𑣕𑣙𑣁𑣜 𑢬𑣂𑣊 𑢮𑣃𑣓𑣂𑣅𑣉𑣜, 𑢶𑣙𑣁𑣚𑣂𑣁𑣙 𑢮𑣁𑣌𑣞𑣉𑣓, 𑣉𑣓𑣑𑣉𑣄 𑣈𑣒𑣁𑣄 𑣌𑣉𑣁𑣄 𑣔𑣃𑣜𑣊 𑢡𑣘𑣙𑣜𑣂𑣌𑣁, 𑢡𑣖𑣈𑣜𑣂𑣌𑣁𑣜𑣈𑣓 𑣌𑣉𑣁𑣙𑣄 𑣁𑣞𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣃𑣖𑣃 𑣞𑣃𑣆𑣜 𑣈𑣖𑣜𑣈𑣄 𑣔𑣋𑣁𑣚𑣈𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣅𑣁𑣅 𑣏𑣂 𑣖𑣂𑣑𑣚𑣈𑣌𑣁𑣓 𑣙𑣃𑣔𑣁 𑣗𑣆𑣜𑣈 𑣔𑣈𑣊𑣋𑣁𑣈 𑣈𑣖𑣚𑣈𑣑𑣁.


"I can't believe we're going to be learning how to cook Indian food today," said 10-year-old Priya excitedly.

She had been looking forward to this day ever since her teacher, Ms. Singh, had announced that they would be doing a unit on different cultures. "I've never had Indian food before," said Priya's friend, Sam. "What's it like?"

"It's delicious," said Priya "It's usually very flavorful, with a lot of spices. And there are so many different dishes to choose from."

The class arrived at the kitchen, and Ms. Singh began to set up.

"Today, we're going to be making a simple dish called dal makhani," she said.

"It's a type of lentil soup that's very popular in India."

Ms. Singh showed the class how to measure out the ingredients and cook the lentils.

The students helped each other chop vegetables and stir the pot.

As they worked, they chatted about their favorite foods and what they were looking forward to trying in India.

When the dal makhani was finished, the students sat down to eat.

‘‘𑢭 𑣌𑣍 𑣞𑣜𑣂𑣚𑣈𑣓𑣁 𑣏𑣂 𑢷𑣙𑣁𑣜𑣉𑣕 𑣔𑣂𑣝𑣃𑣖 𑣆𑣞𑣂𑣓 𑣁𑣚𑣈𑣚𑣈 𑣈𑣕𑣉𑣓𑣁 𑣕𑣂𑣞𑣂𑣊 𑣖𑣈𑣓𑣕𑣈’’ 10 𑣞𑣂𑣜𑣖𑣁 𑣜𑣈𑣓 𑣙𑣉𑣓 𑢸𑣂𑣜𑣅𑣁 𑣌𑣎𑣂𑣗𑣁𑣑 𑣚𑣈𑣑𑣁.

𑢯𑣂𑣖𑣂𑣓 𑣏𑣂𑣖𑣂𑣓 𑣔𑣉𑣞𑣕𑣃𑣜 𑣌𑣉𑣁𑣙𑣄 𑣋𑣉𑣙𑣒𑣉𑣈 𑣗𑣆𑣅𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣌𑣉𑣁𑣙𑣄 𑣋𑣉𑣞𑣁𑣀𑣅 𑢾𑣜𑣖𑣉𑣕𑣂 𑢾𑣂𑣊 𑣙𑣃𑣑𑣋𑣁𑣀 𑣈𑣖𑣕𑣑 𑣖𑣃𑣞𑣂𑣊𑣈𑣙𑣕𑣈 𑢨 𑣕𑣊𑣋𑣂𑣜𑣈𑣄 𑣕𑣆𑣚𑣈𑣓𑣁. 𑢸𑣜𑣂𑣅𑣉𑣓𑣌𑣁𑣄 𑣎𑣃𑣛𑣂 𑢾𑣁𑣖 𑣌𑣎𑣂𑣅𑣁 𑣌𑣁𑣑𑣁𑣈𑣄 ‘‘𑢭 𑣁𑣅𑣈𑣜 𑣏𑣃𑣆𑣚𑣁𑣉𑣋𑣈 𑢷𑣙𑣁𑣜𑣉𑣕 𑣔𑣂𑣞𑣃𑣖 𑣎𑣉𑣖𑣁𑣄 𑣌𑣍 𑣎𑣉𑣖𑣌𑣈𑣑𑣁. 𑢳𑣈𑣓𑣁 𑣏𑣂𑣓𑣄?’’

‘‘𑢳𑣈𑣓𑣁 𑣈𑣞𑣃 𑣓𑣉𑣋𑣉𑣑𑣁 𑢸𑣜𑣂𑣅𑣉𑣓𑣌𑣁 𑣌𑣎𑣂𑣅𑣁 𑣌𑣑𑣁’’ 𑢳𑣈𑣓𑣁𑣔𑣉 𑣞𑣁𑣔𑣁𑣜𑣁𑣓𑣜𑣈 𑣈𑣞𑣃 𑣞𑣂𑣗𑣂𑣚𑣁 𑣘𑣃𑣜𑣁𑣄 𑣖𑣉𑣞𑣉𑣚𑣁 𑣚𑣉𑣄𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣞𑣚𑣅 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣚𑣚𑣂 𑣎𑣉𑣖𑣈𑣕𑣈𑣅𑣁𑣄𑣌𑣉 𑣖𑣈𑣓𑣄.

𑢬𑣈𑣚𑣁𑣞 𑣖𑣁𑣙𑣓𑣑𑣂 𑣉𑣁𑣙𑣄𑣜𑣈 𑣗𑣈𑣒𑣁𑣅𑣁𑣓𑣕𑣈 𑢹𑣂𑣜𑣜𑣁 𑢾𑣂𑣊 𑣗𑣂𑣆 𑣚𑣋𑣂𑣑𑣈𑣄 𑣚𑣋𑣁𑣕𑣂𑣊 𑣚𑣈𑣓𑣁.

‘‘𑢨 𑣌𑣎𑣂𑣅𑣁 𑣌𑣑𑣁𑣈 𑣏𑣂’’ 𑢱𑣁𑣚 𑢶𑣌𑣙𑣁𑣓𑣂 𑣓𑣃𑣕𑣃𑣖 𑣕𑣈𑣅𑣄 𑣎𑣉𑣖𑣄 𑣗𑣆𑣕𑣈𑣚𑣈 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣖𑣞𑣃𑣜𑣂 𑣑𑣁𑣙𑣚𑣂 𑣚𑣈𑣌𑣁𑣓𑣁𑣄 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈 𑣈𑣞𑣃 𑣓𑣖𑣉𑣄𑣁𑣙.

𑢹𑣂𑣜𑣜𑣁 𑢾𑣂𑣊𑣈𑣄 𑣌𑣈𑣚𑣁𑣞𑣜𑣈𑣄 𑣓𑣈𑣚 𑣆𑣜𑣂𑣌𑣈𑣑𑣌𑣉𑣁 𑣏𑣂 𑣏𑣂𑣚𑣂𑣌𑣁 𑣋𑣂𑣓𑣂𑣞𑣌𑣉 𑣎𑣉𑣌𑣁𑣅𑣁.

𑢸𑣜𑣃𑣁𑣙𑣌𑣉 𑣁𑣘𑣁𑣓 𑣁𑣘𑣁𑣓𑣜𑣈 𑣁𑣙𑣄𑣌𑣉 𑣋𑣈𑣑𑣈𑣕𑣈𑣅𑣄 𑣉𑣓𑣑𑣉𑣄 𑣏𑣒𑣃𑣌𑣉 𑣙𑣉𑣓𑣑𑣁𑣜𑣈 𑣔𑣈𑣊𑣋𑣁𑣌𑣉 𑣈𑣖𑣚𑣈𑣑𑣁.

𑢡𑣌𑣉 𑣘𑣆𑣒𑣕𑣓 𑣞𑣉𑣖𑣅𑣜𑣈, 𑣁𑣌𑣉 𑣁𑣌𑣉𑣁𑣙𑣄 𑣞𑣚𑣊 𑣚𑣈𑣌𑣁𑣓 𑣎𑣉𑣖𑣁𑣄 𑣉𑣓𑣑𑣉𑣄 𑢷𑣙𑣁𑣜𑣉𑣕 𑣔𑣂𑣝𑣃𑣖𑣜𑣈 𑣌𑣃𑣜𑣃𑣖𑣃𑣒𑣃𑣓 𑣚𑣋𑣂𑣑𑣌𑣉 𑣏𑣁𑣒 𑣜𑣈𑣌𑣉 𑣌𑣎𑣂𑣚𑣈𑣑𑣁.

𑢯𑣂𑣖𑣂𑣕𑣊 𑢱𑣁𑣚 𑢶𑣌𑣙𑣁𑣓𑣂 𑣏𑣗𑣚𑣈𑣓𑣁, 𑢸𑣒𑣃𑣁𑣙𑣌𑣉 𑣎𑣉𑣖 𑣚𑣋𑣂𑣑𑣌𑣉 𑣔𑣃𑣗𑣈𑣅𑣁𑣓𑣁.


Reservation in India is a system of positive discrimination that aims to provide opportunities to historically disadvantaged groups.

It is based on the idea that these groups have been discriminated against in the past, and that they need special help in order to achieve equality.

Reservations are used in a number of areas, including education, employment, and government.

They can take the form of quotas, which set aside a certain number of places for members of a particular group, or of preferences, which give members of a particular group an advantage in selection.

Reservations are controversial, and there are a number of arguments for and against them.

Some people argue that they are necessary to correct the effects of past discrimination, and that they provide an important opportunity for members of disadvantaged groups to improve their lives.

Others argue that reservations are unfair to other groups, and that they create a sense of entitlement among the beneficiaries.

The debate over reservations is likely to continue for many years to come.

However, there is a growing consensus that reservations are an important tool for achieving equality in India.

The Indian Constitution guarantees the right to equality for all citizens, regardless of their caste, religion, or gender.

𑢷𑣙𑣁𑣜𑣉𑣕𑣜𑣈 𑣘𑣜𑣉𑣌𑣈𑣅𑣁𑣐 𑣞𑣌𑣁𑣜𑣁𑣕𑣖𑣁𑣌 𑣙𑣂𑣚𑣁𑣞𑣚𑣁 𑣜𑣈𑣅𑣁𑣄 𑣖𑣂𑣓𑣑𑣉 𑣘𑣁𑣜𑣓𑣁𑣐𑣂 𑣖𑣈𑣓𑣁𑣄 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣇𑣔𑣈𑣞 𑣏𑣂 𑣙𑣂𑣕𑣙𑣁𑣞𑣁 𑣜𑣃𑣘𑣕𑣈 𑣞𑣁𑣗𑣂𑣓 𑣘𑣆𑣒𑣂𑣕𑣈 𑣗𑣁𑣏𑣁𑣉𑣁 𑣌𑣁𑣓 𑣎𑣁𑣕𑣂𑣌𑣉 𑣘𑣆𑣒𑣂𑣌𑣉 𑣈𑣖𑣁𑣉 𑣚𑣁𑣋𑣂𑣑.

𑢳𑣈𑣓𑣕𑣁𑣄 𑣓𑣈𑣓 𑣗𑣂𑣏𑣈𑣜𑣈 𑣁𑣔𑣁𑣜𑣂𑣕𑣈 𑣌𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓 𑣎𑣁𑣕𑣂𑣜𑣈 𑣚𑣉𑣄 𑣁𑣅𑣁𑣜𑣈 𑣗𑣈𑣔𑣗𑣁𑣗 𑣚𑣈𑣓 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣈𑣓𑣕𑣈 𑣞𑣉𑣖𑣁𑣓𑣕𑣁 𑣙𑣁𑣞𑣉𑣚𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣓𑣌𑣉 𑣗𑣂𑣞𑣈𑣞 𑣑𑣈𑣀𑣋𑣁 𑣑𑣉𑣜𑣌𑣁𑣜 𑣕𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣚𑣈𑣌𑣁 𑣞𑣈𑣞𑣈𑣓 𑣕𑣓𑣁 𑣏𑣂 𑣖𑣃𑣓𑣃𑣜𑣈 𑣓𑣈𑣓 𑣙𑣃𑣔𑣁 𑣞𑣚𑣁 𑣞𑣘𑣁𑣚𑣁 𑣙𑣉𑣗𑣁𑣚𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣖𑣂𑣑 𑣓𑣖𑣈 𑣚𑣋𑣂𑣑 𑣙𑣂𑣚𑣁 𑣙𑣂𑣘𑣂𑣚𑣁 𑣕𑣆𑣚𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣖𑣂𑣑 𑣗𑣆𑣚𑣋𑣂𑣑 𑣁𑣌𑣉 𑣔𑣈𑣊𑣋𑣁 𑣔𑣉𑣜𑣌𑣁𑣜.

𑢩𑣚-𑣘𑣛𑣁𑣉𑣙, 𑣓𑣚𑣁 𑣉𑣓𑣑𑣉𑣄 𑣞𑣉𑣜𑣌𑣁𑣜 𑣚𑣉𑣄𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣒𑣅𑣑 𑣜𑣈 𑣜𑣂𑣎𑣜𑣗𑣙𑣈𑣞𑣉𑣓 𑣜𑣈𑣅𑣄 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣖𑣈𑣓𑣁𑣄.

𑢬𑣉𑣒𑣁𑣌𑣉𑣔𑣉 𑣌𑣃𑣘𑣃𑣞𑣃𑣜 𑣉𑣑𑣉𑣄 𑣁𑣌𑣉𑣁𑣙𑣄 𑣗𑣂𑣜𑣉𑣔𑣙𑣕𑣜𑣈 𑣈𑣞𑣃 𑣚𑣚𑣂 𑣞𑣘𑣉𑣒 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣚𑣋𑣂𑣑 𑣕𑣘𑣁𑣛𑣁𑣜𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢯𑣂𑣖𑣂𑣓𑣊 𑣙𑣉𑣙𑣌𑣉 𑣎𑣃𑣌𑣕𑣂𑣅𑣁𑣏𑣂 𑣖𑣃𑣓𑣃 𑣙𑣂𑣚𑣁 𑣞𑣚𑣁 𑣜𑣈𑣅𑣄 𑣘𑣉𑣜𑣗𑣙𑣁𑣗 𑣗𑣉𑣔𑣉𑣚𑣜𑣃𑣁𑣙 𑣜𑣈𑣅𑣄 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣄, 𑣈𑣓𑣕𑣈 𑣁𑣌𑣉 𑣁𑣌𑣉𑣁𑣙𑣄 𑣌𑣙 𑣜𑣌𑣗 𑣔𑣆𑣕𑣓 𑣙𑣉𑣙𑣌𑣉𑣁𑣙𑣄 𑣜𑣓𑣁𑣌𑣗 𑣚𑣋𑣂𑣑𑣕𑣈 𑣎𑣂𑣆𑣑𑣈𑣓 𑣙𑣉𑣜𑣁𑣌𑣉 𑣇𑣔𑣃𑣗𑣉𑣄 𑣕𑣓𑣁.

𑢨𑣒𑣁𑣄𑣌𑣉 𑣎𑣃𑣌𑣕𑣂𑣅𑣁 𑣏𑣂 𑣌𑣉𑣒𑣁 𑣈𑣒𑣁𑣄 𑣙𑣃𑣔𑣁𑣌𑣈 𑣁𑣓𑣅𑣁𑣅 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉𑣁𑣙𑣄 𑣚𑣁𑣗𑣁 𑣓𑣖𑣈𑣕𑣓 𑣙𑣉𑣙𑣌𑣉 𑣗𑣂𑣕𑣜 𑣜𑣈𑣌𑣉 𑣘𑣉𑣜𑣖𑣁𑣓𑣈 𑣕𑣓𑣁.

𑢬𑣉𑣒𑣁 𑣏𑣈𑣕𑣓𑣜𑣈 𑣕𑣆𑣓𑣕𑣓 𑣌𑣃𑣞𑣃𑣜 𑣈𑣞𑣃 𑣞𑣂𑣜𑣖𑣅𑣕𑣈 𑣎𑣌𑣈𑣑 𑣕𑣆𑣓 𑣜𑣈𑣅𑣁𑣄 𑣞𑣉𑣖𑣗𑣙𑣁𑣗𑣉𑣓𑣁 𑣖𑣈𑣓𑣁𑣄.

𑢨𑣓𑣜𑣈𑣅𑣉, 𑣌𑣉𑣒𑣁𑣜𑣈𑣅𑣄 𑣞𑣉𑣙𑣉𑣖𑣉𑣕𑣂 𑣖𑣈𑣓𑣁𑣄, 𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈𑣅𑣄 𑣖𑣂𑣖𑣂𑣑 𑣁𑣋𑣃𑣆 𑣚𑣋𑣂𑣑 𑣌𑣉𑣒𑣁 𑣈𑣞𑣃 𑣎𑣕𑣂 𑣖𑣜𑣊 𑣎𑣂𑣓𑣂𑣞 𑣕𑣓𑣁.

𑢷𑣙𑣁𑣜𑣉𑣕 𑣜𑣈𑣅𑣄 𑣞𑣉𑣖𑣗𑣂𑣑𑣙𑣁𑣓, 𑣌𑣎𑣂𑣅𑣁 𑣏𑣂 𑣖𑣂𑣖𑣂𑣑 𑣜𑣈𑣅𑣄 𑣉𑣔𑣙𑣂𑣌𑣁𑣜 𑣞𑣉𑣗𑣈𑣓𑣌𑣉 𑣚𑣋𑣂𑣑, 𑣎𑣕𑣂, 𑣔𑣉𑣜𑣉𑣖 𑣏𑣂 𑣌𑣂𑣆-𑣌𑣉𑣁𑣙 𑣜𑣈𑣅𑣄 𑣙𑣂𑣚𑣁 𑣞𑣚𑣁 𑣌𑣙 𑣜𑣂𑣌𑣁 𑣌𑣈𑣙𑣕𑣈 𑣖𑣂𑣖𑣂𑣑 𑣜𑣈𑣅𑣄 𑣌𑣎𑣂𑣄 𑣜𑣂𑣌𑣁𑣙 𑣌𑣑𑣁.


As a young man, I was always fascinated by the stories that my grandmother used to tell me.

She had a wonderful gift for storytelling, and her tales always seemed to transport me to another world.

One of my favorite stories was about a man named Srinivasa, who was a great scholar and philosopher.

Srinivasa was so wise that he could answer any question that was put to him.

One day, a king came to Srinivasa and asked him a question that no one had ever been able to answer: "What is the meaning of life" Srinivasa thought for a moment, and then he said, "The meaning of life is to find your gift.

The purpose of life is to give it away" The king was so impressed with Srinivasa's answer that he gave him a large reward.

But Srinivasa refused the reward, saying that he had already been rewarded enough by the knowledge that he had helped someone else.

This story taught me that the most important thing in life is not to seek material possessions, but to find your gift and share it with others.

𑢶𑣂𑣓𑣑𑣉𑣙 𑣞𑣈𑣘𑣈𑣙𑣑 𑣙𑣂𑣞𑣗𑣕𑣈, 𑢭 𑣞𑣉𑣗𑣈𑣓 𑣆𑣖𑣕𑣊 𑣌𑣁𑣙𑣓𑣂𑣜𑣈𑣍 𑣕𑣌𑣃𑣗 𑣚𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣁𑣍𑣁𑣄 𑣓𑣓𑣁 𑣗𑣃𑣛𑣂 𑣞𑣉𑣗𑣈𑣓 𑣆𑣖𑣕𑣊𑣈𑣄 𑣌𑣎𑣂𑣅𑣁𑣛 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢬𑣁𑣙𑣓𑣂 𑣚𑣋𑣂𑣑 𑣁𑣅𑣈𑣄 𑣖𑣂𑣓𑣑𑣉𑣙 𑣞𑣂𑣜𑣘𑣁𑣄𑣈 𑣓𑣖𑣚𑣈𑣑𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣅𑣁𑣄 𑣌𑣁𑣙𑣓𑣂 𑣞𑣉𑣗𑣈𑣓 𑣆𑣖𑣕𑣊 𑣈𑣒𑣁𑣄 𑣔𑣂𑣕𑣃𑣖 𑣙𑣉𑣓𑣉𑣜 𑣗𑣂𑣅𑣃𑣜𑣈𑣓 𑣚𑣈𑣌𑣁𑣍 𑣁𑣔𑣅 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢭’𑣄 𑣞𑣓𑣊 𑣜𑣈𑣅𑣄 𑣌𑣁𑣙𑣓𑣂𑣌𑣉𑣔𑣉 𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁 𑣓𑣃𑣕𑣃𑣖 𑣕𑣈𑣓 𑣙𑣉𑣙 𑣗𑣂𑣞𑣉𑣅𑣕𑣈 𑣕𑣆𑣌𑣈𑣓𑣁, 𑣉𑣌𑣉𑣅 𑣏𑣂 𑣖𑣂𑣓𑣑𑣉𑣙 𑣖𑣜𑣊 𑣈𑣞𑣌𑣉𑣚𑣁𑣜 𑣉𑣓𑣔𑣑𑣉𑣄 𑣙𑣂𑣑 𑣘𑣍𑣎𑣁𑣓𑣖 𑣓𑣂𑣄 𑣕𑣆𑣌𑣈𑣓𑣁.

𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁 𑣈𑣞𑣃 𑣞𑣈𑣀𑣅𑣁 𑣙𑣉𑣛𑣈𑣄 𑣕𑣆𑣌𑣈𑣓𑣁 𑣏𑣂 𑣉𑣌𑣓 𑣌𑣉𑣓𑣉𑣄𑣉𑣖 𑣌𑣃𑣚𑣂𑣅𑣁 𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣙𑣓𑣚𑣋𑣈𑣄 𑣈𑣖 𑣔𑣆𑣅𑣁𑣄.

𑢶𑣃𑣞𑣂𑣊, 𑢶𑣂𑣓𑣑𑣉𑣙 𑣜𑣎𑣁 𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁 𑣕𑣄𑣕𑣈 𑣙𑣃𑣎𑣃𑣄𑣚𑣈𑣓𑣕𑣈𑣄 𑣌𑣃𑣚𑣂 𑣌𑣂𑣄𑣅𑣁 𑣏𑣂 𑣉𑣌𑣉𑣓𑣁 𑣜𑣈𑣅𑣄 𑣙𑣓𑣚 𑣉𑣌𑣉𑣅 𑣎𑣌𑣈𑣑 𑣓𑣁𑣄 𑣎𑣉𑣊 𑣌𑣌𑣉 𑣈𑣖 𑣔𑣆𑣚𑣈𑣑𑣁. ‘‘𑢳𑣈𑣓 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣄 𑣖𑣓𑣈 𑣏𑣂𑣓𑣄’’ 𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁 𑣏𑣂𑣖𑣂𑣓𑣊 𑣋𑣁𑣙𑣛𑣂𑣄 𑣆𑣛𑣃𑣗𑣂𑣅𑣃𑣜 𑣌𑣈𑣑𑣁 𑣉𑣓𑣑𑣉𑣙 𑣌𑣎𑣂𑣜𑣃𑣁𑣙 𑣌𑣈𑣑𑣁𑣈𑣄, ‘‘𑢮𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣄 𑣖𑣓𑣈𑣔𑣉 𑣞𑣓𑣊 𑣓𑣖𑣈𑣕𑣈𑣅𑣄.

𑢮𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣄 𑣞𑣓𑣊 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 𑣔𑣁𑣙𑣓𑣈 𑣕𑣈𑣅𑣄’’ 𑢼𑣎𑣁 𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁𑣄 𑣙𑣓𑣚 𑣜𑣈 𑣈𑣞𑣃 𑣎𑣕𑣂𑣄 𑣜𑣁𑣀𑣞𑣁 𑣜𑣈𑣊𑣋𑣁𑣅𑣁𑣓𑣁𑣕𑣈 𑣖𑣂𑣓𑣑𑣉𑣙 𑣖𑣜𑣊 𑣞𑣂𑣜𑣘𑣁𑣈𑣄 𑣈𑣖𑣁𑣆𑣄𑣅𑣁.

𑢶𑣈𑣓𑣔𑣉 𑢾𑣜𑣂𑣓𑣂𑣓𑣁𑣗𑣙𑣁𑣞𑣁 𑣞𑣂𑣜𑣘𑣁 𑣆𑣔𑣂 𑣚𑣋𑣂𑣑 𑣖𑣓𑣁𑣚𑣈𑣑𑣁𑣈𑣄, 𑢨 𑣌𑣎𑣂 𑣌𑣈𑣑𑣁𑣈𑣄 𑣏𑣂 𑣈𑣞𑣃 𑣚𑣚𑣂 𑣞𑣂𑣜𑣘𑣁 𑣙𑣉𑣙 𑣞𑣈𑣀𑣅𑣁 𑣓𑣖𑣞𑣈𑣌𑣁𑣙 𑣕𑣑𑣁𑣈𑣄𑣕𑣈𑣙 𑣞𑣂𑣜𑣘𑣁𑣙 𑣌𑣓𑣁.

𑢳𑣈𑣓 𑣌𑣁𑣙𑣓𑣂 𑣁𑣍𑣈𑣄 𑣈𑣕𑣉𑣌𑣂𑣑𑣉𑣍𑣁 𑣏𑣂 𑣎𑣂𑣗𑣂𑣓𑣜𑣈 𑣞𑣗𑣂𑣌𑣉𑣅𑣕𑣈 𑣖𑣜𑣊 𑣕𑣈𑣅𑣁𑣄𑣔𑣉 𑣓𑣚𑣁 𑣗𑣂𑣕𑣂𑣔𑣉 𑣌𑣁𑣙 𑣕𑣓𑣁, 𑢡𑣗𑣈𑣓𑣄 𑣁𑣗𑣈𑣓𑣁𑣄 𑣌𑣄𑣞𑣉𑣖 𑣗𑣙 𑣓𑣖𑣈𑣗𑣈𑣓 𑣉𑣓𑣑𑣉𑣄 𑣈𑣓𑣁 𑣈𑣒𑣁𑣄𑣌𑣉 𑣙𑣒𑣂𑣊𑣁𑣙 𑣌𑣉𑣗𑣈𑣓.


I was once walking through the streets of Mysore when I saw a young boy sitting on the steps of a temple.

He was crying bitterly, and when I asked him what was wrong, he told me that he had lost his way.

I took pity on him and offered to help him find his way home.

We walked together for a while, and I asked him about his life.

He told me that he lived with his parents and siblings in a small village outside of Mysore.

He said that he loved to play cricket and that he dreamed of one day becoming a professional cricketer.

I told him that I was sure he would achieve his dream if he worked hard and never gave up.

We eventually found his way home, and I was glad to see that his parents were so relieved to see him.

𑢭 𑣖𑣃𑣞𑣂𑣊 𑢶𑣈𑣜𑣂𑣅𑣉𑣜 𑣙𑣉𑣜𑣁𑣕𑣈𑣍 𑣞𑣈𑣓𑣚𑣈𑣑𑣁 𑣏𑣂𑣖𑣕𑣊 𑢭 𑣖𑣂𑣓𑣑𑣉𑣙 𑣞𑣈𑣘𑣈𑣙𑣑 𑣖𑣓𑣔𑣂𑣜 𑣞𑣂𑣐𑣛𑣜𑣈𑣄 𑣔𑣃𑣗𑣁𑣌𑣁𑣓𑣁.

𑢨 𑣚𑣋𑣁𑣙 𑣌𑣓𑣈𑣕𑣈𑣄 𑣜𑣁𑣄𑣕𑣓𑣁, 𑣈𑣓𑣕𑣈 𑢭 𑣌𑣃𑣚𑣂𑣌𑣂𑣅𑣁 𑣏𑣂𑣓𑣁𑣄 𑣏𑣂𑣌𑣁𑣅𑣁𑣓𑣁, 𑢨 𑣌𑣎𑣂𑣅𑣁𑣑𑣂𑣍𑣁 𑣏𑣂 𑣁𑣈𑣄 𑣁𑣅𑣁𑣄 𑣙𑣉𑣜𑣁𑣈 𑣁𑣑𑣁 𑣌𑣑𑣁.

𑢭 𑢨 𑣏𑣈𑣕𑣓𑣜𑣈𑣍 𑣔𑣅𑣁𑣅𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣉𑣁𑣙𑣄 𑣜𑣃𑣁𑣙 𑣙𑣃𑣜𑣁 𑣚𑣋𑣂𑣑𑣈𑣍 𑣌𑣎𑣂𑣅𑣁𑣄𑣆𑣅𑣁.

𑢡𑣚𑣂𑣊 𑣏𑣂𑣖𑣂𑣓𑣊 𑣋𑣁𑣙𑣛𑣂 𑣖𑣂𑣑𑣕𑣁𑣄𑣜𑣈𑣚𑣂𑣊 𑣕𑣆𑣅𑣁𑣓𑣁, 𑣉𑣓𑣑𑣉𑣄 𑢭 𑣁𑣅𑣁𑣄 𑣎𑣂𑣗𑣉𑣓 𑣗𑣂𑣞𑣉𑣅𑣕𑣈𑣍 𑣌𑣃𑣚𑣂𑣌𑣂𑣄𑣅𑣁.

𑢨 𑣌𑣎𑣂𑣅𑣁𑣑𑣂𑣍𑣁 𑣏𑣂 𑢶𑣅𑣞𑣉𑣜𑣈 𑣜𑣈𑣅𑣄 𑣙𑣃𑣛𑣂𑣊 𑣚𑣈𑣌𑣁𑣓 𑣙𑣁𑣕𑣃𑣜𑣈 𑣉𑣁𑣙𑣄 𑣙𑣉𑣙𑣌𑣉𑣚𑣉𑣄 𑣕𑣆𑣓 𑣕𑣓𑣈𑣄.

𑢨 𑣌𑣎𑣂 𑣚𑣈𑣑𑣁𑣈 𑣏𑣂 𑢬𑣂𑣜𑣌𑣈𑣒 𑣈𑣝𑣃𑣆𑣄 𑣆𑣓𑣃𑣊 𑣕𑣓 𑣕𑣆𑣌𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑢨 𑣖𑣂𑣓𑣑𑣉𑣙 𑢷𑣐𑣛𑣅𑣁𑣓 𑣌𑣜𑣂𑣌𑣈𑣒𑣉𑣜𑣈𑣄 𑣗𑣆𑣓𑣁.

𑢭 𑣈𑣅𑣄𑣍 𑣌𑣎𑣂𑣅𑣁𑣆𑣄𑣅𑣁 𑣏𑣂 𑣘𑣃𑣜𑣁𑣄 𑣕𑣈 𑣘𑣃𑣜𑣁𑣄 𑣘𑣉𑣜𑣂𑣞𑣉𑣜𑣉𑣖𑣈𑣜𑣈𑣔𑣉 𑣁𑣄𑣈 𑣁𑣅𑣁𑣄 𑣌𑣃𑣖𑣃 𑣘𑣃𑣜𑣁𑣅𑣋𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣏𑣃𑣆𑣚𑣁𑣉 𑣌𑣄𑣈 𑣗𑣋𑣈𑣅𑣁.

𑢯𑣓𑣗𑣕𑣈 𑣁𑣚𑣂𑣊 𑣁𑣌𑣉 𑣉𑣁𑣙𑣄 𑣞𑣈𑣓𑣉𑣄 𑣙𑣉𑣜𑣁𑣚𑣂𑣊 𑣓𑣖𑣌𑣈𑣑𑣁, 𑢭 𑣓𑣈𑣚𑣌𑣈𑣙𑣕𑣈𑣍 𑣜𑣁𑣀𑣞𑣁𑣅𑣁𑣓𑣁 𑣏𑣂 𑣁𑣄𑣈 𑣈𑣊𑣋𑣁 𑣁𑣘𑣃 𑣓𑣈𑣚𑣌𑣈𑣙𑣕𑣈 𑣈𑣞𑣃𑣆 𑣜𑣁𑣀𑣞𑣁 𑣅𑣁𑣓𑣁.


Ambedkar Jayanti is a day of celebration in India and other countries around the world to honor the memory of Dr. Bhimrao Ramji Ambedkar, a social reformer, jurist, and political leader who was a key figure in the Indian independence movement and the architect of the Constitution of India.

Ambedkar was born into a Dalit family, a group of people who were considered to be untouchables in the caste system of India.

He faced discrimination and hardship throughout his life, but he never gave up on his dream of equality for all Indians.

Ambedkar was a brilliant student and went on to earn a doctorate in law from Columbia University in the United States.

He also studied at the London School of Economics and became a barrister.

After returning to India, Ambedkar became a leading figure in the Indian independence movement.

He was a member of the Indian National Congress, but he eventually broke away from the party and formed his own political organization, the Scheduled Castes Federation.

Ambedkar was also a key figure in the drafting of the Constitution of India.

𑢡𑣖𑣗𑣈𑣔𑣌𑣁𑣜 𑣎𑣁𑣅𑣁𑣓𑣕𑣂 𑣈𑣞𑣃 𑣜𑣁𑣞𑣓𑣞𑣁 𑣜𑣈𑣅𑣁 𑣔𑣂𑣓 𑣕𑣁𑣓𑣁 𑢢𑣓𑣑𑣂𑣁 𑣁𑣜 𑣋𑣉𑣒𑣁 𑣔𑣂𑣞𑣃𑣖 𑣚𑣁𑣋𑣈𑣑 𑣜𑣈 𑣑𑣜. 𑢷𑣙𑣂𑣖𑣜𑣁𑣉 𑢼𑣁𑣖𑣎𑣂 𑢡𑣖𑣗𑣈𑣔𑣌𑣁𑣜 𑣌𑣈 𑣖𑣁𑣓𑣁𑣕𑣂𑣊 𑣚𑣁𑣋𑣂𑣑 𑣚𑣁 𑣏𑣂 𑣞𑣁𑣖𑣁𑣎 𑣞𑣃𑣔𑣁𑣜𑣌, 𑣜𑣁𑣎 𑣓𑣈𑣕𑣁, 𑢦𑣓𑣑𑣂𑣁 𑣞𑣁𑣗𑣁𑣑𑣙𑣂𑣓 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑢾𑣁𑣖𑣗𑣂𑣔𑣁𑣓 𑣉𑣚𑣈 𑣚𑣁𑣋𑣜𑣑 𑣈𑣞𑣃𑣘 𑣃𑣜𑣈𑣙 𑣕𑣁𑣌𑣂𑣓 𑣅𑣉𑣋𑣔𑣁𑣓 𑣖𑣈𑣓𑣁.

𑢡𑣖𑣗𑣈𑣔𑣌𑣁𑣜𑣁 𑣎𑣉𑣓𑣉 𑣔𑣁𑣚𑣂𑣕 𑣘𑣉𑣜𑣂𑣗𑣁𑣜 𑣜𑣈 𑣙𑣉𑣗𑣁 𑣚𑣈𑣓𑣁, 𑣎𑣁𑣓 𑣙𑣉 𑣌𑣉 𑣏𑣂 𑣌𑣁 𑣎𑣃𑣒𑣂𑣑 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣘𑣜𑣁𑣕𑣙𑣁 𑣖𑣈𑣓𑣁 𑣁𑣗𑣃 𑢢𑣓𑣑𑣂𑣁 𑣜𑣈.

𑢡𑣅𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣗𑣈𑣔 𑣗𑣁𑣗 𑣓𑣈𑣚 𑣚𑣈𑣑𑣁 𑣋𑣉𑣒𑣁 𑣎𑣂𑣗𑣉𑣓 𑣎𑣁𑣌𑣈𑣑, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣅𑣈 𑣏𑣃𑣆𑣚𑣈𑣉 𑣌𑣁 𑣜𑣂𑣓𑣊 𑣌𑣈𑣑𑣁 𑣖𑣂𑣑 𑣞𑣉𑣖𑣁𑣓 𑣚𑣁𑣋𑣂𑣑.

𑢡𑣖𑣗𑣈𑣔𑣌𑣁𑣜 𑣈𑣞𑣃 𑣗𑣁𑣑𑣂𑣅𑣈 𑣘𑣁𑣑𑣁𑣉 𑣌𑣈𑣓 𑣙𑣉𑣓𑣈 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣅𑣈 𑢬𑣉𑣚𑣉𑣖𑣗𑣂𑣁 𑢷𑣂𑣞𑣗𑣁𑣗𑣂𑣔𑣅𑣁𑣚𑣈 𑣞𑣈𑣓𑣁 𑣌𑣈𑣓𑣁 𑣑𑣉𑣌𑣒𑣁𑣜𑣈𑣒 𑣓𑣁𑣖𑣈 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣅𑣈 𑣗𑣁𑣜𑣂𑣞𑣒𑣈𑣜 𑣚𑣁𑣋𑣈𑣑 𑢺𑣉𑣓𑣑𑣉𑣓 𑣆𑣞𑣌𑣃𑣚 𑣉𑣘 𑢦𑣌𑣉𑣓𑣉𑣖𑣂𑣌𑣞 𑣜𑣈𑣅𑣉 𑣘𑣁𑣑𑣁𑣉 𑣌𑣈𑣓𑣁.

𑢡𑣅𑣈 𑢢𑣓𑣑𑣂𑣁 𑣙𑣃𑣎𑣃 𑣌𑣁𑣕𑣈 𑣔𑣈𑣞𑣉 𑣞𑣈𑣗𑣁 𑣚𑣁𑣋𑣈𑣑 𑣁𑣅𑣁𑣜 𑣘𑣁 𑣜𑣈 𑣓𑣃𑣕𑣃𑣖 𑣙𑣃𑣎𑣃 𑣅𑣁𑣓𑣁.

𑢡𑣅𑣈 𑢢𑣓𑣑𑣂𑣁𑣓 𑢳𑣈𑣞𑣓𑣁𑣚 𑢸𑣁𑣜𑣒𑣂 𑣜𑣈𑣓 𑣙𑣉 𑣕𑣁𑣂 𑣌𑣈𑣓𑣁,𑣖𑣈𑣓𑣔𑣉 𑣘𑣁𑣜𑣒𑣂 𑣕𑣈 𑣁𑣅𑣈 𑣁𑣕𑣉𑣖𑣈 𑣅𑣁𑣓𑣁 𑣁𑣜𑣁 𑣁𑣅𑣁 𑣁𑣚𑣁𑣋 𑣕𑣈 𑣘𑣁𑣜𑣒𑣂 𑣗𑣁𑣂 𑣌𑣈𑣑𑣁 𑣎𑣁 𑣌𑣂 𑢾𑣈𑣑𑣃𑣚 𑢬𑣁𑣞𑣒 𑢸𑣙𑣈𑣑𑣈𑣜𑣈𑣞𑣓.

𑢡𑣖𑣗𑣈𑣔𑣌𑣁𑣜 𑢾𑣁𑣖𑣗𑣂𑣔𑣁𑣓 𑣗𑣁𑣆 𑣌𑣈𑣓 𑣘𑣜𑣁𑣖𑣃𑣌 𑣙𑣉 𑣌𑣂𑣓 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.


Casteism is a social system in India in which people are divided into rigid social classes, called castes.

The caste system is based on the belief that people are born into a certain caste and that their caste determines their social status, occupation, and marriage prospects.

Casteism has been a part of Indian society for centuries and has had a profound impact on Indian culture and society.

The caste system has led to discrimination against lower castes, who have been denied access to education, jobs, and other opportunities.

In recent years, there have been efforts to abolish the caste system, but it remains a serious problem in India.

In 2018, the National Crime Records Bureau reported that there were over 40,000 cases of caste-based violence in India.

Casteism is a complex and multifaceted issue.

There is no easy solution to the problem, but it is important to continue to raise awareness of the issue and work towards eliminating caste discrimination.

𑢮𑣁𑣕𑣂𑣗𑣁𑣔 𑣞𑣁𑣖𑣁𑣎𑣂𑣌 𑣘𑣜𑣁𑣓𑣁𑣚𑣂 𑣕𑣁𑣓𑣁 𑢷𑣙𑣁𑣜𑣁𑣒 𑣜𑣈 𑣎𑣁𑣓𑣁 𑣕𑣈 𑣏𑣂 𑣙𑣉 𑣌𑣉 𑣙𑣁𑣒𑣂𑣓𑣋𑣈 𑣌𑣁𑣓𑣁 𑣌𑣉 𑣌𑣈𑣐𑣈 𑣈𑣞𑣕𑣁𑣜, 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣎𑣁𑣕𑣂 𑣌𑣉 𑣖𑣈𑣓𑣈𑣅𑣁.

𑢹𑣕𑣂 𑣚𑣉𑣄 𑣕𑣈, 𑣓𑣈𑣓 𑣆𑣓𑣘𑣙𑣉𑣜𑣖𑣁𑣞𑣉𑣓 𑣌𑣉 𑣗𑣈𑣗𑣁𑣜𑣈𑣅𑣁 𑣖𑣈𑣘 𑣌𑣉 𑣗𑣆𑣅𑣈 𑣁𑣌𑣉𑣁𑣄 𑣉𑣁𑣄𑣅 𑣕𑣈 𑣏𑣂𑣖𑣂𑣓 𑣜𑣈𑣊𑣎 𑣜𑣈 𑣖𑣈𑣓𑣁𑣄 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣜𑣂𑣅𑣁 𑣌𑣉 𑣏𑣂𑣜𑣋𑣁𑣚𑣈𑣅𑣁 𑣉𑣌𑣉𑣓 𑣕𑣄 𑣜𑣈 𑣁𑣌𑣉 𑣘𑣃𑣜𑣈𑣄 𑣙𑣉 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣉𑣞𑣃𑣗𑣂𑣔𑣙𑣁 𑣙𑣉𑣗𑣁𑣉𑣄 𑣕𑣈𑣅𑣁.

𑢮𑣁𑣕𑣂𑣗𑣁𑣔𑣂 𑢷𑣙𑣁𑣜𑣁𑣕 𑣜𑣈𑣅𑣁 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈 𑣖𑣃𑣓𑣃𑣆 𑣕𑣈 𑣖𑣈𑣓𑣁 𑣙𑣃𑣎𑣃𑣁 𑣌𑣁𑣓𑣁 𑣁𑣜 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣘𑣜𑣁𑣌𑣉𑣘 𑣖𑣈𑣓𑣁 𑢷𑣙𑣁𑣜𑣕 𑣜𑣈𑣅𑣁 𑣞𑣁𑣓𑣞𑣌𑣜𑣂𑣕𑣂 𑣁𑣜 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈.

𑢮𑣁𑣕𑣂 𑣘𑣁𑣜𑣓𑣁𑣚𑣂 𑣕𑣈 𑣁𑣞𑣁𑣖𑣓𑣕𑣁 𑣖𑣈𑣓𑣁 𑣚𑣁𑣕𑣁𑣜 𑣎𑣁𑣕𑣂 𑣌𑣉𑣜𑣈, 𑣎𑣁𑣆 𑣌𑣉 𑣘𑣁𑣑𑣁𑣉, 𑣏𑣁𑣌𑣜𑣂 𑣁𑣜 𑣈𑣒𑣁 𑣚𑣈𑣌𑣁 𑣖𑣉𑣌𑣁 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉 𑣗𑣁𑣓𑣏𑣂𑣕𑣁 𑣌𑣁𑣓𑣁.

𑢯𑣂𑣖𑣂𑣓𑣈𑣋 𑣞𑣂𑣜𑣖𑣁 𑣁𑣅𑣁𑣜 𑣕𑣈 𑣎𑣁𑣕𑣂𑣗𑣁𑣔𑣂 𑣏𑣁𑣗𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣌𑣉 𑣏𑣈𑣞𑣒𑣁𑣉 𑣕𑣁𑣓𑣁, 𑣖𑣈𑣓𑣑𑣉 𑣈𑣓𑣈𑣁 𑣈𑣞𑣃 𑣋𑣁𑣖𑣗𑣙𑣂𑣜 𑣘𑣁𑣜𑣈𑣖 𑣞𑣁𑣓𑣂 𑣕𑣁𑣆𑣓𑣁 𑣕𑣁𑣓𑣁.

2018 𑣜𑣈 𑣔𑣂𑣝𑣃𑣖 𑣜𑣈𑣅𑣁𑣄 𑣉𑣘𑣜𑣁𑣔𑣙 𑣜𑣈𑣌𑣉𑣑 𑣗𑣂𑣇𑣜𑣉 𑣜𑣂𑣘𑣉𑣒 𑣈𑣖 𑣕𑣁𑣑𑣁 𑣏𑣂 𑣗𑣙𑣁𑣜𑣉𑣕 𑣜𑣈 𑣤𑣠𑣠𑣠𑣠 𑣕𑣈 𑣚𑣁𑣓𑣁𑣄 𑣎𑣁𑣕𑣂 𑣎𑣁𑣕𑣂 𑣗𑣂𑣕𑣁𑣜 𑣜𑣈 𑣕𑣁𑣘𑣁𑣜𑣁𑣛 𑣌𑣉 𑣙𑣉𑣗𑣁 𑣌𑣁𑣓𑣁 .

𑢮𑣁𑣕𑣂𑣗𑣁𑣔𑣂 𑣎𑣁𑣒𑣂𑣚 𑣁𑣜 𑣗𑣁𑣙𑣃𑣖𑣃𑣌𑣙𑣂 𑣞𑣁𑣖𑣞𑣅𑣁 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣞𑣁𑣖𑣞𑣅𑣁 𑣜𑣈𑣅𑣁 𑣎𑣁𑣓 𑣙𑣁𑣓𑣁𑣚 𑣗𑣁𑣓𑣁𑣉 𑣖𑣈𑣓𑣔𑣉 𑣈𑣓𑣁 𑣗𑣂𑣞𑣉𑣅𑣈 𑣕𑣈 𑣎𑣁𑣋𑣜𑣃𑣌𑣕𑣁 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣓𑣁 𑣁𑣜 𑣘𑣁𑣆𑣒𑣂 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣎𑣁𑣕𑣂 𑣗𑣈𑣑𑣗𑣙𑣁𑣗 𑣏𑣁𑣗𑣁𑣅𑣈 𑣚𑣁𑣋𑣈𑣑.


It’s coming from the kitchen, so I get up to investigate.

I creep down the hallway, careful not to make a sound.

I peer around the corner into the kitchen and see Mum standing at the sink, staring out the window.

She looks pale and shaken. “Mum?” I ask.

“Mum, what’s wrong?” She takes a deep breath and turns to face me.

“There’s something outside,” she says. “Something big.”

But then, I notice a movement in the shadows.

It’s a large, dark shape, and it’s moving towards the house.

“What is it?” I ask. “I don’t know,” Mum says. “But I don’t think it’s friendly.”

It’s tall and slender, with long, spindly legs.

Its body is covered in black fur, and its head is a smooth, round ball.

It has no eyes, but I can see two large, pointed ears.

“We need to get out of here,” Mum says. “Now.”

We run out of the kitchen and into the living room.

“Mum! Dad!” I cry. “There’s something outside!”

Dad looks up from the TV. “What is it?” he asks.

“I don’t know,” Mum says. “But it’s big and it’s coming this way.”

It’s so close I can feel its hot breath on the back of my neck.

Dad starts the engine and we peel out of the driveway.

The creature chases after us, but we’re too fast.

𑢳𑣈𑣓𑣁 𑣖𑣁𑣙𑣀𑣑𑣂 𑣉𑣁𑣙𑣄𑣈𑣕𑣈 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓𑣁, 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈𑣍 𑣌𑣃𑣚𑣂𑣕𑣓𑣁.

𑢭 𑢹𑣁𑣚𑣟𑣈 𑣉𑣅𑣈𑣄 𑣌𑣈𑣑𑣁, 𑢬𑣁𑣙 𑣞𑣉𑣗𑣉𑣔𑣉𑣅𑣈 𑣕𑣈𑣅𑣄.

𑣌𑣌𑣁𑣚𑣁 𑣈𑣞𑣃 𑣌𑣈𑣛𑣈𑣄 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁.

𑢭 𑣁𑣔𑣂𑣊 𑣉𑣁𑣙𑣄 𑣌𑣉𑣏𑣁𑣜𑣈𑣍 𑣓𑣈𑣚𑣎𑣂𑣄𑣅𑣁 𑣈𑣊𑣋𑣁𑣍 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉𑣜𑣌𑣁 𑣕𑣄𑣜𑣈𑣄 𑣕𑣈𑣓𑣑𑣈𑣜𑣁 𑣌𑣓𑣁.

𑢡𑣅𑣈 𑣋𑣉𑣞𑣉𑣞 𑣖𑣉𑣞𑣉 𑣋𑣈 𑣓𑣈𑣚𑣉 𑣕𑣁𑣓𑣁. ‘‘𑢶𑣁?‘‘ 𑢡𑣍 𑣌𑣃𑣚𑣂𑣌𑣂𑣅𑣈.

𑢨 𑣌𑣄𑣈 𑣙𑣈𑣕𑣁𑣚𑣈𑣑𑣁.

‘‘𑢶𑣙 𑣏𑣂𑣓𑣄 𑣏𑣂𑣌𑣁𑣅𑣁𑣓𑣁?’’ 𑢨 𑣖𑣉𑣒𑣁 𑣞𑣅𑣑𑣕𑣈𑣄 𑣁𑣍𑣘𑣁𑣈𑣄 𑣖𑣈𑣑𑣌𑣈𑣑𑣁.

𑢡𑣅𑣁𑣄 𑣖𑣈𑣑 𑣜𑣈 𑣗𑣉𑣜𑣉𑣋𑣈 𑣖𑣜𑣊 𑣖𑣈𑣑𑣁𑣑𑣂𑣍𑣁.

‘‘𑢼𑣏𑣁 𑣘𑣁𑣙𑣜𑣈 𑣏𑣂𑣓𑣁𑣄𑣌𑣉 𑣖𑣈𑣓𑣄’’, 𑢨 𑣌𑣎𑣂𑣅𑣁 𑣈𑣞𑣃 𑣖𑣜𑣊 𑣕𑣈𑣅𑣄.

𑢭 𑣁𑣄𑣈 𑣎𑣘𑣄 𑣞𑣈𑣓𑣚𑣈𑣓𑣕𑣈 𑣎𑣉𑣜𑣌𑣁𑣍 𑣓𑣈𑣚 𑣚𑣈𑣌𑣁𑣙𑣑𑣁.

𑢡𑢭 𑣁𑣅𑣁𑣕𑣈, 𑣄𑣈𑣖𑣁𑣉 𑣌𑣁𑣍 𑣓𑣈𑣚𑣁𑣖 𑣌𑣈𑣑𑣁.

𑢶𑣓𑣈𑣔𑣉 𑣏𑣓𑣗𑣕𑣈, 𑢭 𑣇𑣖𑣗𑣃𑣚𑣜𑣈 𑣔𑣉𑣌𑣉𑣚𑣈𑣓 𑣕𑣈𑣅𑣄𑣍 𑣓𑣈𑣚 𑣌𑣈𑣑𑣁.

𑢳𑣈𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣙 𑣖𑣜𑣊, 𑣙𑣈𑣓𑣔𑣈 𑣑𑣃𑣚 𑣚𑣈𑣌𑣁𑣓𑣄 𑣉𑣓𑣑𑣉𑣄 𑣉𑣁𑣙𑣄𑣘𑣁𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓𑣁.

"𑢳𑣈𑣓𑣁 𑣏𑣂𑣓𑣁𑣄?" 𑢭 𑣌𑣃𑣚𑣂𑣌𑣂𑣄𑣁𑣙. "𑢭 𑣌𑣍 𑣁𑣔𑣁𑣓𑣁" 𑢨𑣊𑣁𑣍 𑣌𑣎𑣂𑣅𑣁. 𑢶𑣈𑣓𑣔𑣉 𑣁𑣍 𑣆𑣖𑣂𑣓 𑣋𑣃𑣜𑣃𑣕𑣕𑣉𑣔𑣉 𑣌𑣁𑣍 𑣇𑣛𑣃𑣄𑣆 𑣕𑣓𑣁.

𑢮𑣂𑣇 𑣎𑣘𑣄𑣕𑣈𑣄 𑣙𑣃𑣎𑣃𑣄 𑣚𑣈𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣇𑣝𑣃𑣚 𑣉𑣓𑣑𑣉𑣄 𑣗𑣕𑣁𑣜𑣂 𑣎𑣂𑣚𑣂𑣊, 𑣌𑣉𑣄 𑣌𑣒𑣁 𑣚𑣈𑣌𑣁𑣄.

𑢳𑣈𑣓𑣁 𑣙𑣈𑣀𑣔𑣈 𑣕𑣈𑣅𑣁𑣄𑣕𑣈 𑣔𑣁𑣚𑣉𑣗𑣁 𑣌𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣗𑣉𑣄𑣔𑣉 𑣞𑣉𑣎𑣈, 𑣋𑣉𑣚𑣆 𑣗𑣉𑣙𑣚 𑣚𑣈𑣌𑣁𑣓𑣁𑣄.

𑢶𑣈𑣑 𑣗𑣁𑣓𑣉𑣄𑣁𑣙 𑣖𑣈𑣓𑣔𑣉 𑣗𑣜𑣂𑣅𑣁 𑣙𑣃𑣘𑣃𑣛𑣂𑣊 𑣚𑣃𑣕𑣃𑣜 𑣓𑣈𑣚𑣉𑣁 𑣕𑣓𑣁.

𑢭 𑣌𑣃𑣚𑣂𑣌𑣈𑣑𑣌𑣂𑣓𑣁 "𑢡𑣗𑣃 𑣏𑣂𑣓𑣁𑣄 𑣏𑣂𑣌𑣁𑣗𑣃 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓𑣁".

𑢨𑣊𑣁𑣍 𑣌𑣎𑣌𑣈𑣑𑣁 𑣓𑣈𑣓𑣕𑣁𑣄𑣈𑣕𑣈𑣗𑣃 𑣞𑣈𑣓𑣉𑣄𑣁𑣙, "𑢳𑣄𑣋𑣈."

𑢡𑣚𑣈 𑣖𑣁𑣀𑣑𑣂 𑣉𑣁𑣙𑣄 𑣗𑣋𑣈 𑣌𑣈𑣙𑣕𑣈 𑣖𑣜𑣊 𑣉𑣁𑣙𑣄𑣚𑣈 𑣓𑣂𑣜 𑣙𑣃𑣎𑣃𑣄𑣚𑣈𑣓𑣁.

"𑢶𑣁𑣙! 𑢷𑣗𑣃!" 𑣜𑣁𑣄𑣕𑣗 𑣚𑣈𑣑𑣁. "𑢷𑣁𑣜𑣘𑣁𑣙𑣜𑣈 𑣏𑣂𑣓𑣂𑣄c𑣁 𑣖𑣈𑣓𑣁𑣄𑣆𑣅𑣁."

𑢷𑣗𑣃 𑣕𑣄𑣅𑣈𑣕𑣈𑣄 𑣌𑣉𑣅𑣉𑣄 𑣚𑣈𑣑𑣁. 𑢨 𑣌𑣃𑣚𑣂𑣌𑣂𑣄𑣅𑣁 𑣓𑣈𑣓𑣁 𑣏𑣂𑣓𑣁𑣄 𑣕𑣓𑣁?

"𑢭 𑣌𑣁𑣍 𑣁𑣔𑣁𑣙𑣓𑣁" 𑢨𑣊𑣁𑣍 𑣌𑣎𑣂𑣌𑣈𑣑𑣁. "𑢳𑣂𑣆 𑣈𑣞𑣃𑣆 𑣖𑣜𑣊𑣁𑣙 𑣉𑣓𑣑𑣉𑣄 𑣓𑣈𑣓 𑣙𑣉𑣜𑣁𑣕𑣈𑣋𑣈𑣄 𑣙𑣃𑣎𑣃𑣄𑣕𑣓𑣁.

𑢡𑣘𑣃𑣍 𑣞𑣉𑣘𑣙𑣁𑣅𑣕𑣈𑣄 𑣇𑣒𑣁𑣕𑣗𑣈𑣅𑣁𑣓𑣁.

𑢨 𑣌𑣎𑣂𑣅𑣁, ‘‘𑢡𑣗𑣃 𑣓𑣈𑣓𑣕𑣄𑣅𑣕𑣈 𑣞𑣈𑣓𑣉𑣓𑣉𑣄𑣕𑣈 𑣙𑣉𑣗𑣁𑣗𑣃𑣁𑣙.

𑢡𑣚𑣈 𑣞𑣉𑣗𑣈𑣓 𑣞𑣁𑣖𑣓𑣘𑣁𑣙 𑣜𑣈𑣅𑣄 𑣔𑣃𑣁𑣙𑣚𑣈𑣌𑣁𑣕𑣈𑣚𑣈 𑣓𑣂𑣜𑣈𑣅𑣁𑣓𑣁.

𑢨𑣊𑣋𑣁𑣍 𑣓𑣂𑣄𑣌𑣈𑣑𑣁 𑣈𑣓𑣕𑣈 𑣁𑣚𑣈𑣚𑣈 𑣓𑣂𑣜𑣈𑣅𑣁𑣓𑣁.

𑢮𑣉𑣓𑣕𑣃 𑣁𑣚𑣈 𑣏𑣓𑣗𑣜𑣈𑣄 𑣕𑣆𑣚𑣈𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣓𑣂𑣖𑣂𑣓 𑣎𑣘𑣁𑣄𑣜𑣈 𑣏𑣂 𑢭 𑣁𑣍𑣄 𑣚𑣉𑣚𑣉 𑣞𑣅𑣑𑣈𑣍 𑣁𑣒𑣌𑣁𑣜𑣈𑣅𑣁 𑣙𑣉𑣒𑣉𑣄 𑣏𑣓𑣗𑣘𑣁𑣜𑣈𑣅𑣄.

𑢡𑣚𑣈 𑣓𑣂𑣜𑣌𑣈𑣙𑣕𑣈 𑣌𑣁𑣙𑣜𑣕𑣈𑣚𑣈 𑣓𑣂𑣜𑣗𑣉𑣚𑣉𑣅𑣁𑣓𑣁.

𑢡𑣘𑣃𑣍 𑣆𑣓𑣎𑣂𑣓𑣈𑣄 𑣈𑣞𑣒𑣁𑣒𑣌𑣈𑣑𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣈 𑣙𑣁𑣜𑣕𑣗 𑣌𑣈𑣑𑣁𑣚𑣈.

𑢮𑣉𑣓𑣕𑣃 𑣁𑣚𑣈 𑣏𑣓𑣗𑣜𑣈𑣄 𑣓𑣂𑣜𑣚𑣈𑣑𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣚𑣈 𑣈𑣞𑣃 𑣘𑣁𑣜𑣋𑣁𑣜𑣈𑣚𑣈 𑣕𑣆𑣌𑣈𑣓𑣁.


This is because they do not feed on blood.

Instead, they feed on nectar from flowers.

Female mosquitoes, on the other hand, do feed on blood.

They need blood in order to produce eggs.

Male mosquitoes are attracted to light, so they are often found near windows and doors.

They are also attracted to the smell of sweat and CO2.

Female mosquitoes are attracted to the same things, but they are also attracted to the smell of certain chemicals in human blood.

When a female mosquito bites a human, she injects saliva into the skin.

This saliva contains anticoagulants, which prevent the blood from clotting.

Mosquito bites can cause itching and swelling.

In some cases, they can also cause an allergic reaction.

The most common type of allergic reaction to mosquito bites is hives.

Hives are red, raised bumps that appear on the skin.

In rare cases, mosquito bites can cause more serious problems.

For example, some people can develop an infection at the site of the bite.

In some cases, mosquito bites can even lead to death.

The best way to avoid mosquito bites is to wear long sleeves and pants when you are outdoors.

If you do get bitten by a mosquito, you can apply a cold compress to the bite to relieve the itching and swelling.

You can also take an over-the-counter antihistamine to relieve the symptoms of an allergic reaction.

Mosquitoes are important carriers of disease.

They can transmit a variety of diseases, including malaria, dengue fever, and yellow fever.

Mosquitoes are responsible for the deaths of millions of people each year.

There are a number of things that can be done to control mosquito populations.

One way is to reduce the number of places where mosquitoes can breed.

This can be done by draining standing water and clearing away vegetation.

Another way to control mosquito populations is to use insecticides.

Insecticides can be used to kill mosquitoes both indoors and outdoors.

Mosquitoes are a major public health problem.

However, there are a number of things that can be done to control mosquito populations and reduce the risk of mosquito-borne diseases.

𑢳𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣌𑣁𑣜𑣉𑣓𑣔𑣉 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁 𑣁𑣌𑣉 𑣖𑣅𑣉𑣖𑣜𑣈 𑣎𑣉𑣖 𑣌𑣌𑣉 𑣈𑣖𑣈𑣅𑣁.

𑢨𑣓𑣁 𑣗𑣉𑣔𑣉𑣚𑣕𑣈, 𑣁𑣌𑣉 𑣗𑣙𑣅𑣕𑣈 𑣖𑣈𑣓𑣑𑣁𑣞𑣂𑣊𑣋𑣁 𑣎𑣉𑣖𑣕𑣈𑣌𑣉 𑣈𑣖𑣁𑣌𑣉𑣁𑣙.

𑢨𑣒𑣁𑣄𑣚𑣈𑣌𑣁𑣕𑣈 𑣈𑣊𑣋𑣁 𑣞𑣂𑣌𑣂𑣀𑣌𑣉𑣔𑣉 𑣖𑣅𑣉𑣖 𑣎𑣉𑣖𑣕𑣈𑣌𑣉 𑣈𑣖𑣁𑣌𑣉𑣁𑣙.

𑢡𑣓𑣑𑣁 𑣗𑣆𑣓 𑣚𑣋𑣂𑣑 𑣁𑣌𑣉 𑣖𑣅𑣉𑣖 𑣜𑣈𑣅𑣄 𑣔𑣉𑣌𑣜.

𑢾𑣓𑣑𑣂 𑣞𑣂𑣌𑣂𑣀𑣌𑣉 𑣖𑣞𑣌𑣚𑣘𑣁𑣙𑣕𑣈𑣌𑣉 𑣉𑣜𑣈𑣓𑣁, 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈 𑣁𑣌𑣉 𑣎𑣉𑣜𑣌𑣁 𑣉𑣓𑣑𑣉𑣄 𑣔𑣃𑣁𑣙𑣜𑣘𑣁𑣜𑣈𑣌𑣉 𑣓𑣈𑣚𑣉𑣄𑣁𑣙.

𑢡𑣌𑣉 𑣉𑣓𑣑𑣉𑣄𑣋𑣈 𑣎𑣁𑣗 𑣞𑣉𑣁𑣙𑣓 𑣉𑣓𑣑𑣉𑣄 CO2 𑣞𑣉𑣁𑣙𑣓 𑣘𑣁𑣙𑣕𑣈𑣌𑣉 𑣉𑣜𑣈𑣓𑣁.

𑢨𑣊𑣋𑣁 𑣞𑣂𑣌𑣂𑣀𑣌𑣉 𑣈𑣓𑣚𑣈𑣌𑣁𑣓 𑣎𑣂𑣓𑣂𑣘𑣁𑣙𑣋𑣈𑣌𑣉 𑣉𑣜𑣈𑣓𑣜𑣈𑣅𑣉𑣋𑣈 𑣁𑣌𑣉 𑣙𑣉𑣙 𑣌𑣉𑣁𑣙𑣄 𑣜𑣁𑣞𑣁𑣆𑣓𑣂𑣌 𑣘𑣉𑣔𑣁𑣜𑣕𑣙𑣉 𑣜𑣈𑣅𑣄 𑣞𑣉𑣁𑣙𑣓 𑣖𑣅𑣉𑣖𑣘𑣁𑣙 𑣘𑣃𑣜𑣁𑣄𑣌𑣉 𑣉𑣜𑣈𑣓𑣁.

𑢯𑣂𑣖𑣂𑣕𑣊 𑣈𑣊𑣋𑣁 𑣞𑣂𑣌𑣂𑣀 𑣙𑣉𑣙𑣌𑣉𑣌𑣉 𑣙𑣃𑣁𑣙𑣄𑣌𑣉𑣁, 𑣁𑣌𑣉 𑣏𑣖𑣐𑣁𑣜𑣈 𑣗𑣈𑣄𑣔𑣄𑣌𑣉 𑣆𑣓𑣎𑣈𑣌𑣒𑣕𑣄.

𑢳𑣈𑣓 𑣗𑣈𑣄𑣜𑣈 𑣁𑣓𑣒𑣂𑣌𑣉𑣋𑣃𑣚𑣁𑣓𑣒𑣞 𑣕𑣆𑣓𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣖𑣅𑣉𑣖 𑣞𑣌𑣂𑣑𑣈 𑣚𑣋𑣂𑣑𑣈𑣄 𑣔𑣈𑣊𑣋𑣁𑣅𑣁.

𑢯𑣓𑣗 𑣞𑣂𑣌𑣂𑣀 𑣖𑣅𑣉𑣖𑣈𑣄 𑣞𑣉𑣜𑣋𑣉𑣑𑣈𑣅𑣁.

𑢾𑣂𑣌𑣂𑣀 𑣙𑣃𑣇𑣁𑣙𑣄𑣜𑣈 𑣗𑣗𑣕𑣁 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣇𑣚𑣁𑣙𑣟𑣁.

𑢶𑣂𑣞𑣁 𑣖𑣂𑣞𑣁𑣔𑣉, 𑣓𑣈𑣌𑣉 𑣙𑣃𑣁𑣄𑣌𑣈𑣜𑣈 𑣁𑣚𑣉𑣜𑣎𑣂 𑣚𑣈𑣌𑣁𑣓𑣁𑣄𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢾𑣉𑣗𑣈𑣓 𑣌𑣉𑣅𑣕𑣈 𑣞𑣂𑣌𑣂𑣀 𑣙𑣃𑣁𑣙𑣄𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣕𑣓 𑣎𑣁𑣉𑣙𑣜𑣈𑣄 𑣁𑣚𑣈𑣜𑣎𑣂 𑣜𑣂𑣈𑣌𑣞𑣉𑣓 𑣙𑣉𑣗𑣁𑣉𑣙𑣄 𑣕𑣓𑣁 𑣙𑣆𑣗𑣞.

𑢹𑣆𑣗𑣙𑣞 𑣔𑣉 𑣁𑣜𑣁𑣄𑣋𑣈𑣅𑣁, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣏𑣖𑣁𑣐𑣁𑣜𑣈 𑣓𑣈𑣚 𑣓𑣖𑣉𑣄𑣁𑣙.

𑢨𑣓𑣁𑣌𑣉 𑣈𑣞𑣃 𑣗𑣗𑣁𑣕𑣄 𑣁𑣜 𑣙𑣁𑣙𑣝𑣃𑣁𑣙.

𑢨𑣞𑣃 𑣌𑣉𑣖 𑣞𑣉𑣖𑣅𑣜𑣈, 𑣞𑣂𑣌𑣂𑣀 𑣙𑣃𑣁𑣄𑣕𑣈 𑣙𑣉𑣙𑣌𑣉 𑣘𑣃𑣁𑣄𑣌𑣉 𑣕𑣌𑣁𑣉𑣄𑣁𑣙.

𑢮𑣁𑣙𑣚𑣈𑣌𑣁 𑣏𑣂, 𑣏𑣂𑣖𑣂𑣅𑣁𑣊 𑣙𑣉𑣙𑣌𑣉 𑣙𑣃𑣁𑣙𑣄𑣌𑣈𑣑 𑣒𑣅𑣑𑣜𑣈 𑣞𑣉𑣊𑣌𑣉𑣜𑣖𑣉𑣐𑣌𑣉 𑣚𑣓𑣁𑣄 𑣔𑣆𑣅𑣄.

𑢶𑣂𑣞𑣁 𑣖𑣂𑣞𑣁, 𑣞𑣂𑣌𑣂𑣀 𑣙𑣃𑣁𑣙𑣄𑣕𑣈 𑣙𑣉𑣙𑣌𑣉𑣁𑣙𑣄 𑣎𑣂𑣗𑣉𑣓𑣉𑣙 𑣞𑣈𑣓𑣉𑣄 𑣈𑣖𑣁𑣓𑣁.

𑢾𑣂𑣌𑣂𑣀 𑣙𑣃𑣁𑣙𑣄 𑣅𑣈𑣕𑣈 𑣗𑣁𑣏𑣁𑣉𑣙𑣓 𑣚𑣋𑣂𑣑 𑣞𑣉𑣗𑣈𑣌𑣉𑣅𑣕𑣈 𑣈𑣅𑣉𑣗 𑣇𑣘𑣁𑣅 𑣙𑣉𑣗𑣁𑣉𑣙𑣄 𑣕𑣓𑣁 𑣏𑣂𑣖𑣂𑣕𑣊𑣋𑣈 𑣗𑣙𑣁𑣜𑣘𑣁𑣙𑣜𑣈𑣗𑣃 𑣕𑣆𑣓𑣁 𑣎𑣂𑣚𑣂𑣊 𑣕𑣂𑣆 𑣉𑣓𑣑𑣉𑣄 𑣘𑣈𑣓𑣒𑣈𑣗𑣃 𑣕𑣃𑣞𑣂𑣊𑣈𑣅𑣁.

𑢡𑣘𑣈𑣖𑣓𑣌𑣉 𑣏𑣂𑣔𑣂𑣌𑣉 𑣋𑣉𑣎𑣉𑣄 𑣜𑣈𑣙𑣑𑣌𑣉 𑣗𑣈𑣗𑣁𑣜𑣈 𑣕𑣈𑣅𑣄 𑣋𑣉𑣜𑣉𑣎 𑣕𑣓𑣁.

𑢮𑣁𑣙𑣖𑣈𑣓𑣕𑣈 𑣁𑣘𑣈 𑣞𑣂𑣌𑣂𑣀 𑣙𑣃𑣁𑣙𑣄 𑣌𑣈𑣑𑣘𑣈𑣅𑣁, 𑣙𑣃𑣁𑣙𑣄𑣌𑣈𑣑𑣕𑣄𑣜𑣈 𑣞𑣁𑣙𑣞𑣁𑣘𑣈 𑣎𑣃𑣒𑣂𑣑 𑣔𑣆𑣅𑣁𑣄 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣗𑣗𑣁𑣕𑣁 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣚𑣁𑣉𑣙 𑣌𑣁 𑣘𑣃𑣚𑣁𑣙𑣄𑣁𑣙.

𑢶𑣂𑣓𑣑𑣉𑣙 𑣁𑣚𑣉𑣜𑣎𑣂 𑣘𑣉𑣜𑣌𑣂𑣜𑣂𑣅𑣁 𑣜𑣈𑣅𑣄 𑣇𑣓𑣃𑣜𑣃𑣖𑣈𑣙𑣕𑣈 𑣞𑣓𑣂𑣊𑣜𑣈 𑣕𑣆𑣓 𑣚𑣋𑣂𑣑𑣔𑣉 𑣁𑣘𑣈 𑣉𑣗𑣉𑣜 𑣔𑣁 𑣌𑣇𑣓𑣒𑣉𑣜 𑣁𑣓𑣒𑣂𑣙𑣆𑣞𑣒𑣁𑣖𑣆𑣓 𑣉𑣙𑣋𑣈𑣘𑣈 𑣆𑣔𑣂 𑣔𑣆𑣅𑣁𑣄.

𑢾𑣂𑣌𑣂𑣀𑣌𑣉𑣋𑣈 𑣙𑣞𑣃𑣜𑣈𑣓 𑣌𑣁𑣙𑣛𑣉𑣌𑣉𑣔𑣉.

𑢨𑣓𑣌𑣉 𑣈𑣞𑣃 𑣚𑣈𑣌𑣁𑣓 𑣙𑣞𑣃𑣌𑣉 𑣏𑣚𑣁𑣄 𑣔𑣆𑣅𑣁𑣄 𑣎𑣁𑣙𑣚𑣈𑣌𑣁 𑢶𑣁𑣚𑣈𑣜𑣂𑣅𑣁, 𑣑𑣈𑣓𑣊𑣋𑣃 𑣉𑣓𑣑𑣉𑣙 𑣎𑣉𑣓𑣑𑣂𑣞 𑣌𑣉 𑣈𑣖𑣓 𑣙𑣉𑣗𑣁𑣔𑣆𑣅𑣄.

𑢾𑣉𑣗𑣈𑣓 𑣞𑣂𑣜𑣖𑣁 𑣚𑣁𑣙𑣌 𑣚𑣁𑣙𑣌 𑣙𑣉𑣙𑣌𑣉 𑣋𑣉𑣎𑣉𑣄 𑣜𑣈𑣅𑣄 𑣌𑣁𑣜𑣉𑣓 𑣔𑣉 𑣞𑣂𑣌𑣂𑣀

𑢾𑣂𑣌𑣂𑣀 𑣌𑣉𑣁𑣙𑣄 𑣞𑣁𑣊𑣋𑣈 𑣌𑣉𑣙𑣖𑣈 𑣚𑣋𑣂𑣑𑣔𑣉 𑣈𑣞𑣃 𑣚𑣈𑣌𑣁𑣓 𑣎𑣂𑣓𑣂𑣞𑣌𑣉 𑣖𑣈𑣓𑣄.

𑢶𑣂𑣓𑣑𑣉𑣙 𑣇𑣘𑣁𑣅 𑣖𑣈𑣓𑣁𑣄 𑣉𑣌𑣉𑣓𑣕𑣄𑣜𑣈 𑣞𑣂𑣌𑣂𑣀𑣌𑣉 𑣎𑣜𑣉𑣖 𑣈𑣖𑣁𑣓𑣈𑣅𑣁 𑣈𑣓 𑣒𑣅𑣑𑣌𑣉 𑣁𑣖𑣂𑣊𑣈𑣙 𑣕𑣈𑣅𑣁𑣗𑣃.

𑢳𑣈𑣓𑣁 𑣕𑣂𑣊𑣋𑣃𑣁𑣙𑣌𑣓 𑣑𑣜𑣈𑣓 𑣔𑣁𑣄𑣌𑣉 𑣁𑣀𑣄 𑣈𑣛𑣁𑣄 𑣌𑣈𑣙𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣙𑣃𑣞𑣂𑣑 𑣞𑣘𑣅𑣕𑣈𑣅𑣄 𑣖𑣈𑣓𑣁𑣄.

𑢾𑣂𑣌𑣂𑣀 𑣌𑣉𑣁𑣙𑣄 𑣞𑣊𑣋𑣈 𑣌𑣉𑣙𑣖𑣈 𑣚𑣋𑣂𑣑𑣔𑣉 𑣉𑣓𑣑𑣉𑣄 𑣖𑣂𑣓𑣑𑣉𑣙 𑣇𑣘𑣅 𑣏𑣂𑣔𑣃 𑣋𑣉𑣄𑣈𑣙 𑣜𑣈𑣙𑣑𑣌𑣉 𑣗𑣈𑣗𑣁𑣜𑣈 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢩𑣁𑣙𑣄𑣜𑣈 𑣏𑣂 𑣘𑣂𑣆𑣜𑣈 𑣏𑣂𑣔𑣃 𑣋𑣉𑣄𑣈 𑣜𑣈𑣙𑣑𑣌𑣉𑣗𑣃 𑣈𑣖 𑣔𑣆𑣅𑣄 𑣓𑣈𑣓 𑣞𑣂𑣌𑣂𑣀𑣌𑣉 𑣋𑣉𑣄𑣈𑣙𑣌𑣉 𑣚𑣋𑣂𑣑.

𑢾𑣂𑣌𑣂𑣀𑣌𑣉𑣋𑣈 𑣙𑣉𑣙 𑣙𑣉𑣖𑣉𑣙 𑣌𑣜𑣗𑣈 𑣚𑣋𑣂𑣑 𑣖𑣜𑣊 𑣞𑣉𑣖𑣉𑣞𑣅𑣁.

𑢨𑣓𑣜𑣈𑣅𑣉, 𑣈𑣞𑣃 𑣘𑣃𑣜𑣁𑣄 𑣙𑣉𑣜𑣁 𑣖𑣈𑣓𑣄 𑣞𑣂𑣌𑣂𑣀𑣌𑣉𑣁𑣙𑣄 𑣞𑣊𑣋𑣈 𑣌𑣉𑣙𑣖𑣈 𑣚𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣞𑣂𑣌𑣂𑣀 𑣌𑣉𑣅𑣕𑣈 𑣇𑣘𑣁𑣓𑣉𑣄𑣕𑣓 𑣜𑣉𑣋𑣁𑣌𑣉 𑣌𑣉𑣙𑣖 𑣔𑣆𑣅𑣉𑣄𑣁𑣙.


When tissue is injured, the body’s immune system sends white blood cells to the area.

These cells release chemicals that cause blood vessels to dilate and become more permeable.

This allows fluid and white blood cells to leak out of the blood vessels and into the injured tissue.

The fluid forms a clear, watery swelling called edema.

The white blood cells help to fight infection and to remove damaged tissue.

They also release chemicals that stimulate the growth of new tissue.

The classic signs of acute inflammation are redness, heat, swelling, and pain.

These signs are caused by the increased blood flow and the release of chemicals in the injured tissue.

Redness is caused by the dilation of blood vessels.

Heat is caused by the increased blood flow and the release of inflammatory chemicals.

Swelling is caused by the leakage of fluid from blood vessels into the injured tissue.

Pain is caused by the release of inflammatory chemicals and the pressure of the swelling.

Acute inflammation is a normal part of the healing process.

However, if it is severe or prolonged, it can damage healthy tissue.

In some cases, acute inflammation can lead to chronic inflammation, which is a long-term condition that can cause pain, disability, and even death.

There are a number of things that can cause acute inflammation, including infection, injury, and autoimmune diseases.

Infections are caused by bacteria, viruses, or fungi.

When these organisms enter the body, they can trigger an immune response that leads to inflammation.

When tissue is damaged, it releases chemicals that attract white blood cells and other immune cells to the area.

These cells release chemicals that cause inflammation.

Autoimmune diseases are caused by the body’s immune system attacking its own tissues.

This can lead to inflammation in the affected tissues.

Acute inflammation is usually treated with pain relievers, such as ibuprofen or acetaminophen.

In some cases, corticosteroids may be used to reduce inflammation.

If the inflammation is caused by an infection, antibiotics may be prescribed.

Chronic inflammation is a long-term condition that can cause pain, disability, and even death.

It is often caused by autoimmune diseases, such as rheumatoid arthritis and Crohn’s disease.

Chronic inflammation can also be caused by obesity, smoking, and air pollution.

There is no cure for chronic inflammation, but it can be managed with medication, lifestyle changes, and physical therapy.

𑢮𑣁𑣙𑣏𑣂𑣖𑣂𑣕𑣊 𑣒𑣂𑣞𑣃𑣇 𑣁𑣋𑣙𑣁𑣕𑣉𑣄𑣁𑣙, 𑣙𑣉𑣖𑣉𑣙 𑣜𑣈𑣅𑣄 𑣜𑣉𑣋𑣁 𑣞𑣁𑣙𑣕𑣂𑣊 𑣘𑣈𑣙𑣄 𑣈𑣓 𑣒𑣅𑣑𑣜𑣈 𑣘𑣃𑣓𑣑𑣂 𑣌𑣉𑣐𑣂𑣌𑣁𑣄𑣈 𑣌𑣃𑣚𑣈𑣅𑣁.

𑢳𑣈𑣓 𑣞𑣈𑣙𑣚𑣌𑣉 𑣜𑣁𑣞𑣆𑣌𑣂𑣓 𑣘𑣉𑣑𑣁𑣜𑣕𑣙𑣉 𑣉𑣄𑣚𑣈𑣅𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣖𑣅𑣉𑣖 𑣙𑣛𑣂𑣓𑣕𑣈𑣅𑣄 𑣓𑣂𑣕𑣂𑣜𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣜𑣁𑣙𑣕𑣈𑣄 𑣞𑣕𑣂 𑣗𑣂𑣅𑣃𑣜𑣈𑣅𑣁.

𑢳𑣈𑣓𑣁 𑣑𑣉𑣗𑣉𑣄 𑣔𑣄 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣓𑣑𑣂 𑣖𑣅𑣉𑣖 𑣞𑣈𑣙𑣚𑣈𑣙𑣕𑣈 𑣖𑣅𑣉𑣖 𑣓𑣉𑣐𑣂𑣜𑣈 𑣉𑣓𑣑𑣉𑣄 𑣚𑣋𑣁𑣕𑣓 𑣒𑣂𑣝𑣃 𑣗𑣂𑣕𑣜𑣕𑣈 𑣞𑣈𑣓 𑣆𑣜𑣂𑣅𑣁𑣈𑣄.

𑢢𑣓 𑣞𑣉𑣖𑣈 𑣏𑣁𑣞𑣈𑣞, 𑣁𑣏𑣃𑣒𑣈 𑣂𑣓𑣔𑣚𑣁𑣖𑣖𑣁𑣒𑣂𑣉𑣓 𑣏𑣁𑣓 𑣚𑣈𑣁𑣑 𑣒𑣉 𑣏𑣙𑣜𑣉𑣓𑣂𑣏 𑣂𑣓𑣔𑣚𑣁𑣖𑣖𑣁𑣒𑣂𑣉𑣓, 𑣇𑣙𑣂𑣏𑣙 𑣂𑣞

𑢲𑣙𑣈𑣜𑣈 𑣁𑣜𑣈 𑣁 𑣓𑣃𑣖𑣗𑣈𑣜 𑣉𑣔 𑣒𑣙𑣂𑣓𑣋𑣞 𑣒𑣙𑣁𑣒 𑣏𑣁𑣓 𑣏𑣁𑣃𑣞𑣈 𑣁𑣏𑣃𑣒𑣈 𑣂𑣓𑣔𑣚𑣁𑣖𑣖𑣁𑣒𑣂𑣉𑣓, 𑣂𑣓𑣏𑣚𑣃𑣑𑣂𑣓𑣋 𑣂𑣓𑣔𑣈𑣏𑣒𑣂𑣉𑣓, 𑣂𑣓𑣎𑣃𑣜𑣅, 𑣁𑣓𑣑 𑣁𑣃𑣒𑣉𑣂𑣖𑣖𑣃𑣓𑣈 𑣑𑣂𑣞𑣈𑣁𑣞𑣈𑣞.

𑢢𑣓𑣔𑣈𑣏𑣒𑣂𑣉𑣓𑣞 𑣁𑣜𑣈 𑣏𑣁𑣃𑣞𑣈𑣑 𑣗𑣅 𑣗𑣁𑣏𑣒𑣈𑣜𑣂𑣁, 𑣄𑣂𑣜𑣃𑣞𑣈𑣞, 𑣉𑣜 𑣔𑣃𑣓𑣋𑣂.

𑢧𑣙𑣈𑣓 𑣒𑣙𑣈𑣞𑣈 𑣉𑣜𑣋𑣁𑣓𑣂𑣞𑣖𑣞 𑣈𑣓𑣒𑣈𑣜 𑣒𑣙𑣈 𑣗𑣉𑣑𑣅, 𑣒𑣙𑣈𑣅 𑣏𑣁𑣓 𑣒𑣜𑣂𑣋𑣋𑣈𑣜 𑣁𑣓 𑣂𑣖𑣖𑣃𑣓𑣈 𑣜𑣈𑣞𑣘𑣉𑣓𑣞𑣈 𑣒𑣙𑣁𑣒 𑣚𑣈𑣁𑣑𑣞 𑣒𑣉 𑣂𑣓𑣔𑣚𑣁𑣖𑣖𑣁𑣒𑣂𑣉𑣓.

𑢢𑣓𑣎𑣃𑣜𑣂𑣈𑣞 𑣏𑣁𑣓𑣞𑣁𑣙𑣕𑣂𑣊 𑣘𑣈𑣙𑣄 𑣈𑣓 𑣒𑣅𑣑𑣜𑣈 𑣘𑣃𑣓𑣑𑣂 𑣌𑣉𑣐𑣂 𑣁𑣚𑣞𑣉 𑣏𑣁𑣃𑣞𑣈 𑣂𑣓𑣔𑣚𑣁 𑣁𑣒𑣒𑣜𑣁𑣏𑣒 𑣇𑣙𑣂𑣒𑣈 𑣗𑣚𑣉𑣉𑣑 𑣖𑣖𑣁𑣒𑣂𑣉𑣓.

𑣚𑣉𑣉𑣑 𑣏𑣈𑣚𑣚𑣞 𑣁𑣓𑣑 𑣉𑣒𑣙𑣈𑣜 𑣂𑣖𑣖𑣃𑣓𑣈 𑣏𑣈𑣚𑣚𑣞 𑣒𑣉 𑣒𑣙𑣈 𑣁𑣜𑣈𑣁.

𑢲𑣙𑣈𑣞𑣈 𑣏𑣈𑣚𑣚𑣞 𑣜𑣈𑣚𑣈𑣁𑣞𑣈 𑣏𑣙𑣈𑣖𑣂𑣏𑣁𑣚𑣞 𑣒𑣙𑣁𑣒 𑣏𑣁𑣃𑣞𑣈 𑣂𑣓𑣔𑣚𑣁𑣖𑣖𑣁𑣒𑣂𑣉𑣓.

𑢸𑣃𑣚𑣁𑣉𑣙 𑣈𑣓𑣁 𑣖𑣈𑣓 𑣙𑣉𑣗𑣁𑣓𑣁 𑣏𑣂 𑣖𑣅𑣉𑣖 𑣓𑣉𑣐𑣂𑣕𑣈 𑣎𑣜𑣂𑣅𑣁𑣌𑣓 𑣒𑣂𑣝𑣃 𑣜𑣈 𑣔𑣄 𑣚𑣈𑣌𑣁𑣓 𑣋𑣂𑣓𑣂𑣞 𑣙𑣂𑣀𑣎𑣂𑣓𑣁.

𑢼𑣁𑣞𑣆𑣓𑣂𑣌 𑣋𑣂𑣓𑣂𑣞 𑣌𑣉𑣁𑣙𑣄 𑣚𑣂𑣀𑣎𑣂𑣓 𑣉𑣓𑣑𑣉𑣄 𑣘𑣃𑣚𑣁𑣉𑣙 𑣜𑣈𑣅𑣄 𑣕𑣈𑣜𑣈𑣋𑣈𑣍𑣈𑣕𑣈 𑣙𑣝𑣃𑣌𑣉 𑣙𑣁𑣙𑣝𑣇𑣁𑣙.

𑢸𑣁𑣜𑣋𑣁𑣙 𑣚𑣂𑣍𑣂𑣓 𑣋𑣈 𑣞𑣁𑣔𑣁𑣜𑣓 𑣚𑣂𑣍𑣂𑣓 𑣜𑣈𑣅𑣄 𑣖𑣂𑣓𑣑𑣉𑣙 𑣜𑣉𑣌𑣉𑣖.

𑢮𑣉𑣔𑣂𑣉, 𑣓𑣈𑣓𑣁 𑣈𑣞𑣃 𑣋𑣃𑣜𑣃𑣕𑣜 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉𑣜𑣉𑣊 𑣎𑣂𑣆𑣑𑣁, 𑣓𑣈𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣒𑣂𑣝𑣃𑣂𑣆 𑣌𑣜𑣁𑣗 𑣔𑣂𑣆𑣅𑣄.

𑢯𑣂𑣖𑣂𑣓𑣊 𑣞𑣉𑣖𑣅𑣜𑣈, 𑣘𑣜𑣋𑣁𑣙 𑣌𑣜𑣉𑣓𑣂𑣌 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣄 𑣌𑣜𑣉𑣓𑣌𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣁𑣄, 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣈𑣞𑣃 𑣔𑣂𑣓𑣉𑣄𑣋𑣈 𑣙𑣝𑣃 𑣕𑣆𑣓𑣁, 𑣚𑣁𑣌𑣉𑣁𑣙 𑣉𑣓𑣑𑣉𑣄 𑣋𑣉𑣄𑣈𑣙 𑣈𑣖𑣁𑣓𑣌𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣁𑣄.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣄 𑣎𑣂𑣓𑣂𑣞𑣌𑣉 𑣖𑣈𑣓𑣄 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣏𑣚𑣁𑣄, 𑣎𑣉𑣌𑣉𑣖 𑣉𑣓𑣑𑣉𑣄 𑣉𑣒𑣉𑣖𑣅𑣃𑣖𑣃𑣓 𑣚𑣈𑣌𑣁𑣓 𑣜𑣉𑣋𑣁𑣌𑣉 𑣈𑣞𑣃 𑣘𑣁𑣜𑣋𑣁𑣙𑣕𑣈 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣄.

𑢯𑣂𑣔𑣃𑣌𑣉 𑣏𑣂 𑣘𑣙𑣉𑣊𑣋𑣁𑣆, 𑣗𑣌𑣒𑣈𑣜𑣂𑣅𑣁𑣌𑣉 𑣕𑣈 𑣓𑣈𑣓𑣁 𑣏𑣚𑣁𑣄𑣓𑣁.

𑢮𑣁𑣙𑣏𑣂𑣖𑣕𑣊 𑣓𑣈𑣓 𑣎𑣂𑣇𑣌𑣉 𑣙𑣉𑣖𑣉𑣙𑣜𑣈𑣌𑣉 𑣗𑣉𑣚𑣉𑣓𑣁, 𑣁𑣌𑣉 𑣞𑣁𑣙𑣕𑣂𑣍𑣈 𑣕𑣈𑣅𑣄 𑣘𑣈𑣙𑣄 𑣚𑣉𑣄𑣌𑣉 𑣚𑣛𑣁𑣆𑣅𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣚𑣂𑣍𑣂𑣓𑣜𑣈 𑣔𑣈𑣊𑣋𑣁𑣈 𑣈𑣖𑣈𑣅𑣁.

𑢡𑣋𑣙𑣁𑣕𑣉𑣙𑣋𑣈 𑣚𑣂𑣍𑣂𑣓𑣈𑣄 𑣗𑣆 𑣈𑣖𑣁𑣓 𑣔𑣆𑣅𑣁𑣄.

𑢮𑣁𑣙𑣏𑣂𑣖𑣕𑣊 𑣒𑣂𑣝𑣃 𑣌𑣜𑣁𑣗𑣉𑣄𑣁𑣙, 𑣓𑣈𑣓𑣁 𑣜𑣁𑣞𑣆𑣓𑣂𑣌 𑣏𑣂𑣎𑣈𑣄 𑣉𑣄𑣚𑣚𑣈𑣅𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣘𑣃𑣓𑣑𑣂 𑣖𑣅𑣉𑣖 𑣒𑣈𑣗 𑣉𑣓𑣑𑣉𑣄 𑣆𑣘𑣓 𑣞𑣁𑣘𑣁𑣙𑣕𑣂𑣊 𑣞𑣈𑣙𑣚𑣌𑣉 𑣉𑣜 𑣁𑣋𑣃𑣂𑣆𑣅𑣁.

𑢳𑣈𑣓 𑣞𑣈𑣙𑣚𑣌𑣉 𑣜𑣞𑣆𑣓𑣂𑣌 𑣎𑣂𑣓𑣂𑣞𑣈𑣄 𑣉𑣄𑣚𑣚𑣈𑣅𑣁 𑣉𑣌𑣉𑣓𑣁 𑣏𑣂 𑣚𑣂𑣍𑣎𑣂𑣓𑣈𑣄 𑣗𑣆𑣅𑣁.

𑢹𑣉𑣖𑣉𑣙 𑣜𑣈𑣅𑣄 𑣞𑣁𑣞𑣁𑣕𑣂𑣍 𑣙𑣉𑣜𑣁 𑣓𑣂𑣎𑣉𑣜𑣁𑣄 𑣒𑣂𑣝𑣃 𑣏𑣈𑣕𑣓𑣜𑣈 𑣒𑣉𑣄𑣌𑣈𑣙𑣕𑣈 𑣉𑣒𑣉𑣖𑣅𑣃𑣖𑣃𑣓 𑣜𑣉𑣋𑣁𑣌𑣉 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣚𑣈𑣋𑣁𑣙𑣌𑣓 𑣒𑣂𑣕𑣃𑣌𑣉𑣜𑣈𑣄 𑣚𑣂𑣍𑣎𑣂 𑣈𑣖𑣓 𑣔𑣆𑣅𑣄.

𑢸𑣜𑣋𑣁𑣙 𑣚𑣂𑣍𑣎𑣂𑣓 𑣎𑣁𑣉𑣜𑣈𑣔𑣉 𑣙𑣁𑣝𑣃 𑣗𑣃𑣋𑣂𑣙 𑣕𑣈𑣅𑣄 𑣎𑣁𑣙𑣏𑣂𑣚𑣌𑣁 𑣏𑣂 𑢵𑣙𑣁𑣆𑣗𑣃𑣘𑣜𑣉𑣘𑣙𑣈𑣓 𑣏𑣂 𑢨𑣞𑣂𑣒𑣁𑣖𑣂𑣓𑣉𑣘𑣙𑣈𑣓𑣕𑣈 𑣜𑣈𑣙𑣑𑣈𑣅𑣁𑣌𑣉.

𑢯𑣂𑣖𑣖𑣂𑣓𑣊 𑣞𑣉𑣖𑣁𑣅𑣜𑣈, 𑣚𑣂𑣍𑣎𑣂𑣓 𑣌𑣉𑣙𑣖𑣈 𑣚𑣋𑣂𑣑𑣔𑣉 𑣌𑣉𑣜𑣒𑣂𑣌𑣉𑣞𑣒𑣈𑣜 𑣗𑣈𑣗𑣁𑣜 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣁𑣄.

𑢮𑣁𑣙𑣖𑣈𑣓𑣕𑣈 𑣚𑣂𑣊𑣎𑣂𑣓 𑣏𑣂𑣔𑣂𑣌𑣉 𑣚𑣋𑣂𑣑𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣁𑣓𑣒𑣂𑣗𑣆𑣅𑣉𑣒𑣂𑣌 𑣈𑣖 𑣔𑣆𑣅𑣉𑣄𑣁𑣙.

𑢬𑣜𑣉𑣓𑣂𑣌 𑣚𑣂𑣍𑣂𑣓 𑣙𑣉𑣗𑣁𑣉𑣙𑣕𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣙 𑣎𑣉𑣜𑣉𑣊-𑣎𑣉𑣜𑣉𑣊𑣁𑣄 𑣉𑣌𑣉𑣓𑣁𑣏𑣂 𑣙𑣁𑣝𑣃, 𑣘𑣈𑣙𑣄 𑣌𑣁 𑣁𑣔𑣁𑣉𑣄 𑣕𑣈𑣅𑣄, 𑣈𑣓𑣌𑣁𑣏𑣂 𑣎𑣂𑣗𑣉𑣓𑣉𑣙 𑣞𑣈𑣓𑣉𑣄 𑣔𑣆𑣅𑣁𑣄.

𑢳𑣈𑣓𑣁 𑣔𑣉 𑣉𑣒𑣉𑣖𑣅𑣃𑣖𑣉𑣓 𑣜𑣉𑣋𑣁𑣅𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁, 𑣏𑣂𑣚𑣂𑣌𑣁 𑣏𑣂 𑣜𑣂𑣖𑣁𑣒𑣈𑣑 𑣁𑣜𑣒𑣙𑣂𑣜𑣂𑣞 𑣉𑣓𑣑𑣉𑣄 𑣌𑣜𑣉𑣓 𑣜𑣉𑣋𑣁.

𑢺𑣁𑣀𑣌𑣁-𑣚𑣂𑣀𑣌𑣂, 𑣗𑣂𑣛𑣂𑣞𑣂𑣗 𑣉𑣓𑣑𑣉𑣄 𑣉𑣎𑣉𑣜𑣁 𑣙𑣉𑣅𑣉 𑣚𑣋𑣂𑣑𑣕𑣈 𑣌𑣜𑣉𑣓𑣂𑣌 𑣚𑣂𑣍𑣎𑣂𑣓𑣔𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣁𑣄.

𑢬𑣜𑣉𑣓𑣂𑣌 𑣚𑣂𑣍𑣂𑣓 𑣜𑣈𑣅𑣁𑣄 𑣎𑣁𑣙𑣓 𑣜𑣈𑣙𑣑 𑣗𑣁𑣓𑣉𑣄𑣁𑣙, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣓𑣁 𑣗𑣉𑣂𑣆𑣔𑣉𑣅 𑣜𑣈𑣔𑣉 𑣗𑣃𑣋𑣂 𑣈𑣖𑣁𑣓𑣉𑣄𑣁𑣙, 𑣎𑣂𑣗𑣉𑣓 𑣞𑣉𑣆𑣛𑣂, 𑣉𑣓𑣑𑣉𑣄 𑣆𑣞𑣌𑣂𑣜.


It's not just about what you wear, but how you wear it.

If you're always slouching and your clothes are rumpled, it shows that you don't care about yourself.

People will notice and they'll make assumptions about you.

They might think that you're lazy or unkempt.

They might even think that you're not a good person.

Of course, there are times when we all wear shabby clothes.

Maybe we're just running errands or we're doing chores around the house.

But if you find yourself wearing shabby clothes all the time, it's time to take a look at yourself.

Are you really happy with the way you look?

If not, then it's time to make a change.

Start by taking some time to think about your personal style.

What kind of clothes do you feel good in?

What kind of clothes make you feel confident?

Once you know what you like, start shopping for clothes that fit your personality.

It's also important to make sure that your clothes are clean and well-fitting.

If they're rumpled or stained, it will only make you look worse.

Take the time to iron your clothes and make sure they fit properly.

Finally, don't be afraid to experiment with different styles.

You might be surprised at what you find.

There are so many different ways to dress, so don't be afraid to try new things.

The more you experiment, the more likely you are to find a style that you love.

When you dress well, it shows that you take pride in yourself.

So if you're looking for a way to boost your self-confidence, start by taking a look at your wardrobe.

A few new clothes can make a big difference.

𑢳𑣈𑣅𑣁𑣔𑣉 𑣁𑣖 𑣏𑣈𑣓𑣁𑣄𑣖 𑣕𑣃𑣞𑣂𑣊𑣓𑣁 𑣈𑣓𑣁 𑣞𑣃𑣖𑣁𑣊𑣔𑣉 𑣗𑣁𑣓𑣉𑣄 𑣖𑣈𑣓𑣔𑣉 𑣁𑣖 𑣈𑣓𑣁 𑣏𑣂𑣚 .𑣂𑣌𑣁𑣖 𑣕𑣃𑣞𑣂𑣊𑣓𑣁

𑢧𑣙𑣁𑣒 𑣌𑣂𑣓𑣑 𑣉𑣔 𑣏 𑢧𑣙𑣈𑣓 𑣒𑣂𑣞𑣞𑣃𑣈 𑣂𑣞 𑣑𑣁𑣖𑣁𑣋𑣈𑣑, 𑣂𑣒 𑣜𑣈𑣚𑣈𑣁𑣞𑣈𑣞 𑣏𑣙𑣈𑣖𑣂𑣏𑣁𑣚𑣞 𑣒𑣙𑣁𑣒 𑣁𑣒𑣒𑣜𑣁𑣏𑣒 𑣇𑣙𑣂𑣒𑣈 𑣗 𑣚𑣉𑣒𑣙𑣈𑣞 𑣖𑣁𑣌𑣈 𑣅𑣉𑣃 𑣔𑣈𑣈𑣚 𑣏𑣉𑣓𑣔𑣂𑣑𑣈𑣓𑣒

𑢩𑣓𑣏𑣈 𑣅𑣉𑣃 𑣌𑣓𑣉𑣇 𑣇𑣙𑣁𑣒 𑣅𑣉𑣃 𑣚𑣂𑣌𑣈, 𑣞𑣒𑣁𑣜𑣒 𑣞𑣙𑣉𑣘𑣘𑣂𑣓𑣋 𑣔𑣉𑣜 𑣅𑣉𑣃𑣜 𑣘𑣈𑣜𑣞𑣉𑣓𑣁𑣚𑣂𑣒𑣅.

𑢢𑣒'𑣞 𑣁𑣚𑣞𑣉 𑣂𑣖𑣘𑣉𑣜𑣒𑣁𑣓𑣒 𑣒𑣉 𑣖𑣁𑣌𑣈 𑣞𑣃𑣜𑣈 𑣒𑣙𑣁𑣒 𑣅𑣉𑣃𑣜 𑣏𑣚𑣉𑣒𑣙𑣈𑣞 𑣁𑣜𑣈 𑣏𑣚𑣈𑣁𑣓 𑣁𑣓𑣑 𑣇𑣈𑣚𑣚-𑣔𑣂𑣒𑣒𑣂𑣓𑣋.

𑢢𑣔 𑣒𑣙𑣈𑣅'𑣜𑣈 𑣜𑣃𑣖𑣘𑣚𑣈𑣑 𑣉𑣜 𑣞𑣒𑣁𑣂𑣓𑣈𑣑, 𑣂𑣒 𑣇𑣂𑣚𑣚 𑣉𑣓𑣚𑣅 𑣖𑣁𑣌𑣈 𑣅𑣉𑣃 𑣚𑣉𑣉𑣌 𑣇𑣉𑣜𑣞𑣈.

𑢲𑣁𑣌𑣈 𑣒𑣙𑣈 𑣒𑣂𑣖𑣈 𑣒𑣉 𑣂𑣜𑣉𑣓 𑣅𑣉𑣃𑣜 𑣏𑣚𑣉𑣒𑣙𑣈𑣞 𑣁𑣓𑣑 𑣖𑣁𑣌𑣈 𑣒 𑣘𑣜𑣉𑣘𑣈𑣜𑣚𑣅.

𑢴𑣂𑣓𑣁𑣚𑣚𑣅, 𑣑𑣉𑣓'𑣒 𑣗𑣈 𑣁𑣔𑣜𑣁𑣂𑣑 𑣒𑣉 𑣈𑣝𑣘𑣈𑣜𑣂𑣖𑣈𑣓𑣒 𑣇𑣂𑣒𑣙 𑣑𑣂𑣔𑣔𑣈𑣜𑣈𑣓𑣒 𑣞𑣒𑣅𑣚𑣈𑣞.

𑢥𑣉𑣃 𑣖𑣂𑣋𑣙𑣒 𑣗𑣈 𑣞𑣃𑣜𑣘𑣜𑣂𑣞𑣈𑣑 𑣁𑣒 𑣇𑣙𑣁𑣒 𑣅𑣉𑣃 𑣔𑣂𑣓𑣑.

𑢡𑣖 𑣜𑣁𑣓𑣞𑣁 𑣖𑣈𑣓𑣁 𑣖𑣈𑣅𑣁 𑣏𑣂𑣚𑣌𑣈𑣖 𑣓𑣈𑣚𑣁𑣓 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈.

𑢲𑣙𑣈 𑣖𑣉𑣜𑣈 𑣅𑣉𑣃 𑣈𑣝𑣘𑣈𑣜𑣂𑣖𑣈𑣓𑣒, 𑣒𑣙𑣈 𑣖𑣉𑣜𑣈 𑣚𑣂𑣌𑣈𑣚𑣅 𑣅𑣉𑣃 𑣁𑣜𑣈 𑣒𑣉 𑣔𑣂𑣓𑣑 𑣁 𑣞𑣒𑣅𑣚𑣈 𑣒𑣙𑣁𑣒 𑣅𑣉𑣃 𑣚𑣉𑣄𑣈.

𑢧𑣙𑣈𑣓 𑣅𑣉𑣃 𑣑𑣜𑣈𑣞𑣞 𑣇𑣈𑣚𑣚, 𑣂𑣒 𑣞𑣙𑣉𑣇𑣞 𑣒𑣙𑣁𑣒 𑣅𑣉𑣃 𑣒𑣁𑣌𑣈 𑣘𑣜𑣂𑣑𑣈 𑣂𑣓 𑣅𑣉𑣃𑣜𑣞𑣈𑣚𑣔.

𑢯𑣂𑣚𑣌𑣈𑣓 𑣚𑣂𑣎𑣈 𑣌𑣉𑣜𑣈 𑣁𑣖 𑣗𑣃𑣋𑣂𑣓𑣈𑣖 𑣁𑣔𑣁𑣅𑣁.

𑢯𑣂𑣚𑣌𑣈𑣓 𑣚𑣂𑣋𑣈𑣙 𑣜𑣈 𑣁𑣖 𑣁𑣓𑣕𑣖𑣁𑣗𑣂𑣞𑣗𑣁𑣞 𑣋𑣈𑣖 𑣁𑣔𑣁𑣅𑣁.

𑢡 𑣔𑣈𑣇 𑣓𑣈𑣇 𑣏𑣚𑣉𑣒𑣙𑣈𑣞 𑣏𑣁𑣓 𑣖𑣁𑣌𑣈 𑣁 𑣗𑣂𑣋 𑣑𑣂𑣔𑣔𑣈𑣜𑣈𑣓𑣏𑣈.

𑢨𑣓𑣁 𑣓𑣈𑣚𑣈 𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣓𑣁 𑣚𑣂𑣎𑣈𑣙 𑣞𑣁𑣘𑣁 𑣁𑣜 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈𑣖 𑣙𑣉𑣗𑣁𑣉 𑣕𑣁𑣓𑣁.

𑢢𑣓 𑣜𑣈𑣏𑣈𑣓𑣒 𑣅𑣈𑣁𑣜𑣞, 𑣙𑣉𑣇𑣈𑣄𑣈𑣜, 𑣒𑣙𑣈 𑣜𑣈𑣚𑣁𑣒𑣂𑣉𑣓𑣞𑣙𑣂𑣘 𑣗𑣈𑣒𑣇𑣈𑣈𑣓 𑣙𑣃𑣖𑣁𑣓𑣞 𑣁𑣓𑣑 𑣔𑣂𑣜𑣈 𑣙𑣁𑣞 𑣗𑣈𑣏𑣉𑣖𑣈 𑣂𑣓𑣏𑣜𑣈𑣁𑣞𑣂𑣓𑣋𑣚𑣅 𑣏𑣉𑣖𑣘𑣚𑣈𑣝.

𑢯𑣚𑣂𑣖𑣁𑣒𑣈 𑣏𑣙𑣁𑣓𑣋𑣈 𑣂𑣞 𑣖𑣁𑣌𑣂𑣓𑣋 𑣔𑣂𑣜𑣈𑣞 𑣖𑣉𑣜𑣈 𑣔𑣜𑣈𑣆𑣃𑣈𑣓𑣒 𑣁𑣓𑣑 𑣖𑣉𑣜𑣈 𑣂𑣓𑣒𑣈𑣓𑣞𑣈, 𑣁𑣓𑣑 𑣒𑣙𑣂𑣞 𑣂𑣞 𑣙𑣁𑣄𑣂𑣓𑣋 𑣁 𑣑𑣈𑣄𑣁𑣞𑣒𑣁𑣒𑣂𑣓𑣋 𑣂𑣖𑣘𑣁𑣏𑣒 𑣉𑣓 𑣔𑣉𑣜𑣈𑣞𑣒𑣞, 𑣙𑣉𑣖𑣈𑣞, 𑣁𑣓𑣑 𑣚𑣂𑣄𑣈𑣞.

𑢾𑣉𑣖𑣈 𑣘𑣈𑣉𑣘𑣚𑣈 𑣁𑣜𑣋𑣃𑣈 𑣒𑣙𑣁𑣒 𑣒𑣙𑣈 𑣗𑣈𑣞𑣒 𑣇𑣁𑣅 𑣒𑣉 𑣑𑣈𑣁𑣚 𑣇𑣂𑣒𑣙 𑣒𑣙𑣂𑣞 𑣘𑣜𑣉𑣗𑣚𑣈𑣖 𑣂𑣞 𑣒𑣉 𑣞𑣃𑣘𑣘𑣜𑣈𑣞𑣞 𑣁𑣚𑣚 𑣔𑣂𑣜𑣈𑣞.

𑢡𑣖 𑣁𑣞𑣏𑣁𑣜𑣅𑣁𑣉𑣁 𑣏𑣈𑣓𑣁𑣖 𑣓𑣁𑣖 𑣌𑣈𑣑 𑣕𑣈𑣅𑣁.

𑢢𑣓 𑣔𑣁𑣏𑣒, 𑣂𑣒 𑣏𑣁𑣓 𑣞𑣉𑣖𑣈𑣒𑣂𑣖𑣈𑣞 𑣖𑣁𑣌𑣈 𑣒𑣙𑣂𑣓𑣋𑣞 𑣇𑣉𑣜𑣞𑣈.

𑢧𑣙𑣈𑣓 𑣔𑣂𑣜𑣈𑣞 𑣁𑣜𑣈 𑣞𑣃𑣘𑣘𑣜𑣈𑣞𑣞𑣈𑣑, 𑣒𑣙𑣈𑣅 𑣗𑣃𑣂𑣚𑣑 𑣃𑣘 𑣔𑣃𑣈𑣚 𑣁𑣓𑣑 𑣗𑣈𑣏𑣉𑣖𑣈 𑣖𑣉𑣜𑣈 𑣚𑣂𑣌𑣈𑣚𑣅 𑣒𑣉 𑣏𑣁𑣃𑣞𑣈 𑣁 𑣚𑣁𑣜𑣋𑣈, 𑣑𑣈𑣞𑣒𑣜𑣃𑣏𑣒𑣂𑣄𑣈 𑣔𑣂𑣜𑣈.

𑢡𑣓𑣉𑣒𑣙𑣈𑣜 𑣁𑣘𑣘𑣜𑣉𑣁𑣏𑣙 𑣂𑣞 𑣒𑣉 𑣚𑣈𑣒 𑣔𑣂𑣜𑣈𑣞 𑣗𑣃𑣜𑣓 𑣓𑣁𑣒𑣃𑣜𑣁𑣚𑣚𑣅.

𑢲𑣙𑣂𑣞 𑣁𑣘𑣘𑣜𑣉𑣁𑣏𑣙 𑣏𑣁𑣓 𑣗𑣈 𑣈𑣔𑣔𑣈𑣏𑣒𑣂𑣄𑣈 𑣂𑣓 𑣞𑣉𑣖𑣈 𑣏𑣁𑣞𑣈𑣞, 𑣗𑣃𑣒 𑣂𑣒 𑣂𑣞 𑣓𑣉𑣒 𑣁𑣚𑣇𑣁𑣅𑣞 𑣞𑣁𑣔𑣈 𑣉𑣜 𑣘𑣜𑣁𑣏𑣒𑣂𑣏𑣁𑣚.

𑢢𑣓 𑣖𑣁𑣓𑣅 𑣏𑣁𑣞𑣈𑣞, 𑣂𑣒 𑣂𑣞 𑣓𑣈𑣏𑣈𑣞𑣞𑣁𑣜𑣅 𑣒𑣉 𑣂𑣓𑣒𑣈𑣜𑣄𑣈𑣓𑣈 𑣒𑣉 𑣘𑣜𑣉𑣒𑣈𑣏𑣒 𑣘𑣈𑣉𑣘𑣚𑣈 𑣁𑣓𑣑 𑣘𑣜𑣉𑣘𑣈𑣜𑣒𑣅.

𑢳𑣁𑣖𑣁 𑣚𑣂𑣎𑣈𑣙 𑣕𑣈 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣗𑣁𑣔𑣚𑣁𑣉 𑣙𑣃𑣎𑣃𑣁.


Trimming your dog's nails is a necessary part of grooming, but it can be a daunting task for some pet owners.

If you're not sure how to trim your dog's nails, don't worry - it's easier than you think.

The first step is to gather your supplies.

You'll need a pair of sharp scissors or a nail clipper, a styptic powder or pencil, and a towel.

Next, you'll need to clip your dog's nails in a comfortable place.

If your dog is nervous, try clipping their nails in a quiet room where they can't see out the window.

You may also want to have someone help you hold your dog still.

To trim your dog's nails, start by gently grasping their paw.

Then, use your scissors or clippers to clip the tip of the nail.

Be careful not to cut too short, as this can cause pain and bleeding.

If you do cut your dog's nail too short, apply a styptic powder or pencil to stop the bleeding.

Styptic powders and pencils are available at most pet stores.

Once you've trimmed all of your dog's nails, be sure to reward them with a treat.

Trimming nails can be a stressful experience for some dogs, so it's important to make it a positive experience.

With a little practice, you'll be able to trim your dog's nails like a pro.

And your dog will be happy to have their nails trimmed, too!

Here are a few additional tips for trimming your dog's nails:

* Start by trimming the nails on your dog's front paws.

This is usually the easiest place to start.

* If your dog is nervous, try trimming their nails one at a time.

You don't want one nail to be shorter than the others.

* If you're not sure how to trim your dog's nails, ask your veterinarian or a groomer for help.

With a little care and attention, you can keep your dog's nails trimmed and healthy.

𑢾𑣈𑣕𑣁 𑣞𑣁𑣜𑣞𑣁𑣜𑣁 𑣈𑣞𑣃 𑣎𑣁𑣜𑣃𑣜𑣂 𑣋𑣈𑣅𑣁 𑣗𑣃𑣋𑣂𑣓 𑣚𑣈𑣌𑣁 𑣜𑣂𑣌𑣈 𑣚𑣁𑣋𑣈𑣑, 𑣖𑣈𑣓𑣑𑣉 𑣈𑣞𑣃 𑣋𑣃𑣞𑣂𑣅𑣈 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣈𑣓𑣁 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣔𑣂𑣌𑣁𑣗𑣈𑣓𑣁𑣔𑣁𑣓𑣁 𑣏𑣂𑣌𑣈 𑣞𑣈?𑣕𑣁 𑣌𑣉𑣇𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣌𑣉 𑣋𑣈𑣑𑣈𑣅𑣁 𑣁𑣚𑣉𑣗𑣈𑣓 𑣃𑣑𑣃𑣁𑣁 ?𑣓𑣈𑣓𑣁 𑣘𑣁𑣆𑣒𑣂 𑣈𑣞𑣃 𑣞𑣃𑣗𑣂𑣔𑣈.

𑢮𑣉𑣔𑣂𑣌𑣁𑣗𑣈𑣓𑣁𑣔𑣁𑣓𑣁 𑣏𑣂𑣌𑣈 𑣞𑣈𑣕𑣁 𑣌𑣉𑣇𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣌𑣉 𑣋𑣈𑣑𑣈𑣅𑣁 𑣁𑣚𑣉𑣗𑣈𑣓 𑣃𑣑𑣃𑣁𑣁 𑣓𑣈𑣓𑣁 𑣘𑣁𑣆𑣒𑣂 𑣈𑣞𑣃 𑣞𑣃𑣗𑣂𑣔𑣈.

𑢸𑣉𑣜𑣕𑣉𑣓 𑣞𑣁𑣗𑣈𑣓 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣁𑣋𑣃 𑣎𑣁𑣘𑣁 𑣕𑣁𑣗𑣈𑣓.

𑢨𑣓𑣁 𑣗𑣁𑣔 𑣁𑣗𑣈𑣓𑣁 𑣞𑣈𑣒𑣁 𑣌𑣈 𑣖𑣂𑣅𑣈𑣑 𑣞𑣃𑣗𑣂𑣔𑣁 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣕𑣉𑣚𑣂 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢮𑣉𑣔𑣂 𑣁𑣗𑣈𑣓𑣁 𑣞𑣈𑣒𑣁 𑣗𑣉𑣜𑣈𑣉𑣅𑣈 𑣕𑣁𑣓𑣁 𑣈𑣓𑣔𑣉 𑣎𑣉𑣜𑣌𑣁 𑣗𑣁𑣓𑣉 𑣕𑣈𑣅𑣁 𑣉𑣁 𑣜𑣈 𑣕𑣉𑣚𑣂 𑣗𑣈𑣓.

𑢨𑣓𑣁 𑣚𑣉 𑣒𑣈 𑣎𑣁𑣆 𑣖𑣂𑣑𑣉 𑣞𑣁𑣗𑣂 𑣚𑣁𑣋𑣈𑣑 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢾𑣈𑣕𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣚𑣁𑣋𑣈𑣑 𑣁𑣅𑣜 𑣕𑣈 𑣞𑣃𑣅𑣈 𑣕𑣈 𑣞𑣈𑣒𑣁 𑣌𑣁𑣒𑣁 𑣞𑣁𑣗𑣉 𑣏𑣁.

𑢨𑣓𑣁𑣅𑣈𑣕𑣈, 𑣜𑣁𑣏𑣁𑣖 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣏𑣂𑣖𑣒𑣁 𑣕𑣈 𑣞𑣁𑣜𑣞𑣁𑣜 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣏𑣂𑣖𑣒𑣁 𑣕𑣁 𑣗𑣈𑣓.

𑢴𑣈𑣅𑣁𑣓 𑣈𑣖𑣁 𑣌𑣁 𑣏𑣂 𑣘𑣃𑣜𑣈 𑣙𑣃𑣑𑣂𑣓𑣋 𑣁𑣚𑣉 𑣌𑣁 𑣋𑣈𑣑𑣉 𑣌𑣁 𑣗𑣁𑣓𑣒𑣈𑣜𑣈 𑣙𑣁𑣞𑣃 𑣁𑣜 𑣖𑣁𑣅𑣈𑣖 𑣉𑣚 𑣚𑣁.

𑢮𑣉𑣔𑣂 𑣞𑣈𑣒𑣁 𑣋𑣈𑣑𑣈 𑣅𑣁𑣓𑣁 𑣈𑣓 𑣌𑣁 𑣜𑣈 𑣞𑣂𑣘𑣒𑣅 𑣋𑣂𑣑𑣈 𑣈𑣓𑣖𑣉 𑣏𑣁.

𑢾𑣂𑣘𑣒𑣂 𑣋𑣃𑣓𑣑𑣈 𑣁𑣜 𑣌𑣉𑣑𑣂 𑣞𑣁𑣗𑣈𑣓 𑣁𑣞𑣃𑣚 𑣑𑣉𑣌𑣁𑣓 𑣜𑣈 𑣓𑣁𑣖𑣉𑣁.

𑢶𑣂𑣞𑣉 𑣎𑣉𑣔𑣂 𑣞𑣈𑣒𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣞𑣈𑣌𑣁 𑣅𑣁𑣓𑣁 𑣈𑣓𑣑𑣉 𑣎𑣉𑣖𑣈𑣅𑣁 𑣈𑣖𑣁𑣆 𑣒𑣈𑣅𑣁 𑣁𑣚𑣉𑣌𑣁 𑣜𑣂𑣓𑣋𑣉 𑣏𑣁.

𑢾𑣈𑣕𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣈𑣞𑣃 𑣎𑣁𑣜𑣂𑣅𑣈 𑣒𑣁𑣜𑣁 𑣖𑣁𑣜𑣁 𑣞𑣒𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑, 𑣖𑣈𑣓𑣑𑣉 𑣗𑣃𑣋𑣂 𑣕𑣈 𑣕𑣁𑣆𑣓 𑣚𑣁𑣋𑣈𑣑 𑣓𑣈𑣅𑣁 𑣈𑣞𑣃 𑣑𑣉𑣜𑣌𑣁𑣜𑣁.

𑢮𑣉𑣁 𑣓𑣉 𑣌𑣃𑣜𑣃 𑣖𑣃𑣒𑣃 𑣌𑣁𑣒𑣈 𑣁𑣗𑣈𑣓𑣉 𑣈𑣞𑣃 𑣗𑣁𑣑𑣂𑣅𑣈 𑣕𑣈 𑣋𑣈𑣑 𑣗𑣈𑣓 𑣈𑣕𑣉 𑣑𑣁𑣂𑣅𑣈.

𑢡𑣜 𑣁𑣗𑣈𑣓𑣁 𑣞𑣈𑣒𑣁𑣉 𑣜𑣁𑣓𑣞𑣁 𑣋𑣈 𑣁𑣔𑣁𑣅𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣞𑣈𑣌𑣁 𑣅𑣁𑣓 𑣗𑣁𑣔.

𑢳𑣈𑣓𑣁 𑣌𑣉 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣎𑣁 𑣏𑣂 𑣞𑣈𑣒𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣚𑣁𑣋𑣈𑣑 𑣑𑣉𑣜𑣌𑣁𑣜𑣁.

𑢾𑣈𑣒𑣁 𑣁𑣅𑣁𑣜 𑣌𑣁𑣒𑣁𑣅𑣈 𑣕𑣈 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣈𑣅𑣉𑣗𑣉 𑣏𑣁.

𑢳𑣈𑣓𑣁 𑣞𑣁𑣗𑣂𑣓 𑣌𑣉𑣅𑣈𑣕𑣈 𑣞𑣃𑣗𑣂𑣔𑣁 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣔𑣂 𑣞𑣈𑣕𑣁 𑣗𑣉𑣜𑣉𑣅𑣈 𑣕𑣁𑣓𑣁 𑣈𑣓𑣑𑣉 𑣖𑣂𑣞𑣈 𑣜𑣈 𑣖𑣂𑣑𑣉 𑣌𑣁𑣒𑣁 𑣜𑣈𑣅𑣁 𑣋𑣈 𑣋𑣈𑣑𑣉 𑣏𑣁.

𑢾𑣁𑣗𑣈𑣓 𑣌𑣁𑣒𑣁 𑣜𑣈𑣅𑣁 𑣗𑣁𑣑𑣂𑣅𑣈 𑣋𑣈𑣑𑣉 𑣕𑣁𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢮𑣔𑣂 𑣁𑣗𑣈𑣓 𑣌𑣁𑣗𑣈𑣓 𑣁𑣓𑣁𑣋 𑣒𑣁𑣓𑣁 𑣏𑣂 𑣙𑣃𑣑𑣂𑣋 𑣖𑣁𑣜𑣁𑣓𑣋𑣕𑣁𑣆 𑣕𑣆𑣅𑣁.

𑢮𑣉𑣑𑣂 𑣞𑣈𑣕𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣋𑣈𑣑 𑣌𑣁𑣗𑣈𑣓 𑣁𑣔𑣁𑣓𑣁 𑣈𑣓𑣔𑣉 𑣘𑣁𑣞𑣃 𑣑𑣁𑣌𑣒𑣉𑣜 𑣕𑣁𑣅𑣈 𑣕𑣈 𑣑𑣈𑣓𑣋𑣁 𑣗𑣈𑣓 𑣁𑣞𑣂 𑣔𑣁𑣆𑣅𑣈.

𑢮𑣉𑣌𑣁 𑣚𑣈𑣌𑣁𑣓 𑣘𑣁𑣆𑣜𑣂 𑣁𑣜 𑣑𑣈𑣅𑣁𑣓 𑣕𑣈 𑣁𑣗𑣈𑣓𑣁 𑣞𑣈𑣒𑣁 𑣜𑣈𑣅𑣁 𑣞𑣁𑣜𑣞𑣁𑣜 𑣗𑣃𑣋𑣂𑣓 𑣁𑣜 𑣗𑣁𑣑𑣂𑣅𑣈 𑣗𑣈𑣓 𑣜𑣂𑣌𑣈 𑣔𑣁𑣆𑣅𑣈.


You posted a picture of yourself wearing that green rag on social media.

I know you thought it was funny, but it wasn’t.

It was disrespectful to your mother, and it hurt her feelings.

I’m not asking you to apologize because I’m mad at you.

I’m asking you to apologize because it’s the right thing to do.

Your mother loves you, and she deserves your respect.

Please call her today and tell her you’re sorry.

Tell her that you didn’t mean to hurt her feelings, and that you promise to never wear that green rag again.

I know you’re a good person, and I know you love your mother.

So please, do the right thing and apologize.

After you apologize to your mother, I want you to burn that green rag.

It’s a symbol of your disrespect, and it needs to be gone.

I know it might be hard to let go of that rag, but it’s important.

It’s a symbol of your past, and it’s time to move on.

And you don’t need that rag to define you anymore.

And then go hug your mother and tell her you love her.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣉𑣚𑣁 𑣏𑣈𑣓𑣁𑣖 𑣏𑣂𑣌𑣈 𑣌𑣈𑣓𑣁.

𑢡𑣖 𑣁𑣖𑣁 𑣋𑣁𑣔𑣈𑣑 𑣚𑣂𑣎𑣈 𑣙𑣉𑣜𑣉𑣁 𑣌𑣁𑣓 𑣘𑣉𑣒𑣉 𑣞𑣉𑣞𑣁𑣚 𑣖𑣈𑣑?𑣂𑣁 𑣜𑣈𑣖 𑣁𑣁 𑣌𑣁𑣑𑣁.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣓𑣈𑣓𑣁 𑣚𑣁𑣓𑣔𑣁 𑣚𑣁𑣋𑣈𑣑 𑣖𑣈𑣓𑣔𑣉 𑣌𑣁 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣁𑣖𑣁 𑣖𑣁 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣁𑣞𑣉𑣖𑣖𑣁𑣓 𑣚𑣈𑣌𑣁 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁 𑣈𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣁𑣅𑣈 𑣈𑣞𑣃 𑣔𑣃𑣌𑣃 𑣅𑣁𑣓𑣁.

𑢡𑣍 𑣁𑣖?𑣖𑣁𑣘𑣙𑣂 𑣖𑣈𑣓𑣕𑣈 𑣌𑣁𑣓 𑣖𑣈𑣕𑣁𑣖 𑣕𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣁𑣍𑣁𑣖 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣈𑣞𑣃 𑣜𑣁𑣋𑣉.

𑢡𑣍 𑣌𑣁𑣎𑣂𑣅𑣈𑣖 𑣕𑣁𑣓𑣁 𑣖𑣁𑣔𑣙𑣂 𑣁𑣞𑣂𑣖𑣈 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣋𑣈 𑣗𑣃𑣋𑣂𑣓 𑣎𑣂𑣓𑣂𑣞 𑣕𑣁𑣓𑣁 𑣘𑣁𑣆𑣒𑣂 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣖𑣁 𑣖𑣁 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁 𑣖𑣈𑣅𑣁 𑣁𑣅𑣈 𑣌𑣈 𑣁𑣖𑣞𑣉𑣖𑣖𑣁𑣓𑣂 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢵𑣂𑣞𑣂𑣓𑣋 𑣁𑣅𑣈 𑣕𑣁 𑣞𑣈𑣓 𑣌𑣁𑣕𑣈 𑣌𑣁𑣎𑣂𑣅𑣈𑣖 𑣏𑣂 𑣁𑣖 𑣈𑣞𑣃 𑣋𑣂𑣅𑣃𑣁 𑣌𑣁𑣓𑣁𑣖.

𑢬𑣁𑣎𑣂𑣅𑣈𑣆𑣖 𑣎𑣈 𑣁𑣑𑣁𑣓 𑣕𑣈𑣔𑣈 𑣌𑣁𑣖 𑣁𑣛𑣁 𑣚𑣈𑣑𑣁 𑣁𑣓𑣑𑣉 𑣏𑣃𑣆𑣚𑣈𑣉 𑣈𑣓 𑣋𑣁𑣔𑣈𑣑 𑣚𑣂𑣎𑣈 𑣌𑣁𑣖 𑣙𑣉𑣜𑣉𑣅𑣁.

𑢡𑣍 𑣁𑣑𑣁𑣓 𑣎𑣈 𑣁𑣖 𑣈𑣞𑣃 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣁𑣓𑣑𑣉 𑣁𑣖 𑣁𑣖𑣁 𑣖𑣁 𑣌𑣈 𑣈𑣞𑣃𑣖 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁𑣆𑣅𑣈.

𑢨𑣓𑣁 𑣖𑣈𑣓𑣕𑣁 𑣗𑣃𑣋𑣂𑣓 𑣕𑣁𑣅𑣁 𑣋𑣈 𑣘𑣁𑣆𑣒𑣂𑣖 .

𑢡𑣖𑣁 𑣖𑣁 𑣚𑣉 𑣎𑣁𑣋𑣁𑣜𑣈 𑣅𑣁𑣓 𑣕𑣈 𑣁𑣍 𑣞𑣁𑣓𑣁𑣋 𑣕𑣁𑣓𑣁 𑣎𑣈 𑣁𑣖 𑣈𑣓 𑣋𑣁𑣔𑣈𑣑 𑣚𑣂𑣎𑣈 𑣎𑣃𑣚 𑣕𑣁𑣖𑣈.

𑢨𑣓𑣁 𑣁𑣞𑣉𑣖 𑣖𑣁𑣓 𑣜𑣈𑣅𑣁 𑣓𑣂𑣞𑣁𑣓𑣂 𑣕𑣁𑣓𑣁, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣈𑣓𑣁 𑣌𑣁 𑣕𑣁𑣆𑣓 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣈𑣓𑣁 𑣈𑣑𑣁 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚𑣈 𑣖𑣈𑣓𑣑𑣉 𑣈𑣓𑣁 𑣈𑣑𑣁𑣅𑣈 𑣕𑣈𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣁𑣖𑣁 𑣏𑣁𑣓𑣁𑣗 𑣑𑣂𑣓 𑣜𑣈𑣅𑣁 𑣎𑣂𑣓𑣞𑣉 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣈𑣓𑣁 𑣕𑣁𑣅𑣈 𑣕𑣈 𑣁𑣕𑣉 𑣖𑣈𑣓 𑣕𑣁𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢳𑣁 𑣁𑣖 𑣓𑣁𑣖𑣁 𑣙𑣉 𑣕𑣁𑣓𑣁𑣖.

𑢳𑣁𑣖𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣕𑣁𑣓𑣁𑣖.

𑢳𑣁 𑣈𑣓 𑣚𑣂𑣎𑣈 𑣌𑣁 𑣔𑣉𑣜𑣌𑣁 𑣕𑣁𑣓𑣁 𑣁𑣖 𑣓𑣂𑣎𑣈 𑣌 𑣇𑣔𑣃𑣗 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣕𑣂𑣓𑣋 𑣕𑣁𑣖.

𑢮𑣃𑣚 𑣕𑣁𑣖 𑣞𑣈𑣓𑣉 𑣈𑣑𑣁 𑣌𑣁.

𑢡𑣜 𑣁𑣖𑣁 𑣋𑣁𑣒𑣂 𑣌𑣂 𑣕𑣈 𑣌𑣁𑣎𑣂𑣅𑣈𑣆𑣖 𑣁𑣖 𑣁𑣅𑣈 𑣈𑣞𑣃𑣖 𑣔𑣃𑣚𑣁𑣑 𑣕𑣁𑣆𑣅𑣈.

𑢡𑣅𑣈 𑣅𑣉 𑣁𑣖𑣈 𑣑𑣃𑣚𑣁𑣑 𑣕𑣁 𑣖𑣈𑣅𑣁.


It has been used for warmth, cooking, and protection, and it has also played a role in shaping the landscape.

In recent years, however, the relationship between humans and fire has become increasingly complex.

Climate change is making fires more frequent and more intense, and this is having a devastating impact on forests, homes, and lives.

Some people argue that the best way to deal with this problem is to suppress all fires.

This approach has been used for centuries, but it is not always effective.

In fact, it can sometimes make things worse.

When fires are suppressed, they build up fuel and become more likely to cause a large, destructive fire.

Another approach is to let fires burn naturally.

This approach can be effective in some cases, but it is not always safe or practical.

In many cases, it is necessary to intervene to protect people and property.

The best way to deal with fire is to find a balance between suppression and natural burning.

This approach requires planning and cooperation, but it is the most effective way to reduce the risk of wildfires.

Resilience and adaptation are key to this approach.

Resilience is the ability to withstand and recover from a disturbance, while adaptation is the ability to adjust to a changing environment.

Both resilience and adaptation are important for humans and for ecosystems.

Humans can build resilience to fire by taking steps to reduce the risk of wildfires, such as clearing brush and creating firebreaks.

They can also adapt to fire by learning how to live in fire-prone areas.

Ecosystems can also be resilient to fire.

Fire is a natural part of many ecosystems, and it can actually help to maintain healthy forests.

When fires are suppressed, they can disrupt the natural cycle of fire and forest growth.

By working together, humans and ecosystems can build resilience to fire.

This will help to reduce the risk of wildfires and protect lives and property.

𑢲𑣙𑣂𑣞 𑣁𑣘𑣘𑣜𑣉𑣁𑣏𑣙 𑣜𑣈𑣆𑣃𑣂𑣜𑣈𑣞 𑣘𑣚𑣁𑣓𑣓𑣂𑣓𑣋 𑣁𑣓𑣑 𑣏𑣉𑣉𑣘𑣈𑣜𑣁𑣒𑣂𑣉𑣓, 𑣗𑣃𑣒 𑣂𑣒 𑣂𑣞 𑣒𑣙𑣈 𑣖𑣉𑣞𑣒 𑣈𑣔𑣔𑣈𑣏𑣒𑣂𑣄𑣈 𑣇𑣁𑣅 𑣒𑣉 𑣜𑣈𑣑𑣃𑣏𑣈 𑣒𑣙𑣈 𑣜𑣂𑣞𑣌 𑣉𑣔 𑣇𑣂𑣚𑣑𑣔𑣂𑣜𑣈𑣞.

𑢼𑣈𑣞𑣂𑣚𑣂𑣈𑣓𑣏𑣈 𑣁𑣓𑣑 𑣁𑣑𑣁𑣘𑣒𑣁𑣒𑣂𑣉𑣓 𑣁𑣜𑣈 𑣌𑣈𑣅 𑣒𑣉 𑣒𑣙𑣂𑣞 𑣁𑣘𑣘𑣜𑣉𑣁𑣏𑣙.

𑢼𑣈𑣞𑣂𑣚𑣂𑣈𑣓𑣏𑣈 𑣂𑣞 𑣒𑣙𑣈 𑣁𑣗𑣂𑣚𑣂𑣒𑣅 𑣒𑣉 𑣇𑣂𑣒𑣙𑣞𑣒𑣁𑣓𑣑 𑣁𑣓𑣑 𑣜𑣈𑣏𑣉𑣄𑣈𑣜 𑣔𑣜𑣉𑣖 𑣁 𑣑𑣂𑣞𑣒𑣃𑣜𑣗𑣁𑣓𑣏𑣈, 𑣇𑣙𑣂𑣚𑣈 𑣁𑣑𑣁𑣘𑣒𑣁𑣒𑣂𑣉𑣓 𑣂𑣞 𑣒𑣙𑣈 𑣁𑣗𑣂𑣚𑣂𑣒𑣅 𑣒𑣉 𑣁𑣑𑣎𑣃𑣞𑣒 𑣒𑣉 𑣁 𑣏𑣙𑣁𑣓𑣋𑣂𑣓𑣋 𑣈𑣓𑣄𑣂𑣜𑣉𑣓𑣖𑣈𑣓𑣒.

𑢷𑣉𑣒𑣙 𑣜𑣈𑣞𑣂𑣚𑣂𑣈𑣓𑣏𑣈 𑣁𑣓𑣑 𑣁𑣑𑣁𑣘𑣒𑣁𑣒𑣂𑣉𑣓 𑣁𑣜𑣈 𑣂𑣖𑣘𑣉𑣜𑣒𑣁𑣓𑣒 𑣔𑣉𑣜 𑣙𑣃𑣖𑣁𑣓𑣞 𑣁𑣓𑣑 𑣔𑣉𑣜 𑣈𑣏𑣉𑣞𑣅𑣞𑣒𑣈𑣖𑣞.

𑢳𑣈𑣚𑣁𑣌𑣁𑣓 𑣁𑣞𑣂𑣜𑣗𑣁𑣔 𑣔𑣉 𑣓𑣂𑣖𑣂𑣓 𑣞𑣉𑣙 𑣞𑣂𑣜𑣖𑣁𑣅 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣘𑣂𑣚𑣀 𑣔𑣉 𑣖𑣁𑣓𑣁𑣕𑣂𑣀 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢾𑣁𑣜𑣂 𑣌𑣁𑣎𑣂 𑣔𑣉, 𑣓𑣈𑣅𑣁𑣔𑣉 𑣖𑣂𑣝𑣁 𑣖𑣂𑣝𑣁 𑣈𑣞𑣃 𑣌𑣁𑣜𑣁𑣗 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢾𑣈𑣊𑣋𑣈𑣚 𑣔𑣁𑣗𑣁𑣉 𑣌𑣁𑣕𑣈 𑣜𑣂𑣌𑣁𑣅 𑣜𑣈 𑣎𑣃𑣚𑣉𑣄 𑣕𑣈𑣅𑣄 𑣚𑣈𑣌𑣈𑣓𑣁𑣄 𑣌𑣉 𑣗𑣁𑣆𑣓𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣕𑣈 𑣎𑣃𑣄𑣚𑣉𑣄𑣁.

𑢨𑣒𑣁𑣄 𑣙𑣉𑣜𑣁 𑣔𑣉 𑣓𑣈𑣅𑣁 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣞𑣈𑣊𑣋𑣈𑣚 𑣔𑣉 𑣁𑣄𑣈 𑣕𑣈𑣋𑣈 𑣎𑣃𑣚𑣉𑣄 𑣕𑣈𑣅𑣁𑣄 𑣗𑣃𑣋𑣂𑣅𑣁.

𑢧𑣙𑣈𑣓 𑣔𑣂𑣜𑣈𑣞 𑣁𑣜𑣈 𑣞𑣃𑣘𑣘𑣜𑣈𑣞𑣞𑣈𑣑, 𑣒𑣙𑣈𑣅 𑣏𑣁𑣓 𑣑𑣂𑣞𑣜𑣃𑣘𑣒 𑣒𑣙𑣈 𑣓𑣁𑣒𑣃𑣜𑣁𑣚 𑣏𑣅𑣏𑣚𑣈 𑣉𑣔 𑣔𑣂𑣜𑣈 𑣁𑣓𑣑 𑣔𑣉𑣜𑣈𑣞𑣒 𑣋𑣜𑣉𑣇𑣒𑣙.

𑢷𑣅 𑣇𑣉𑣜𑣌𑣂𑣓𑣋 𑣒𑣉𑣋𑣈𑣒𑣙𑣈𑣜, 𑣙𑣃𑣖𑣁𑣓𑣞 𑣁𑣓𑣑 𑣈𑣏𑣉𑣞𑣅𑣞𑣒𑣈𑣖𑣞 𑣏𑣁𑣓 𑣗𑣃𑣂𑣚𑣑 𑣜𑣈𑣞𑣂𑣚𑣂𑣈𑣓𑣏𑣈 𑣒𑣉 𑣔𑣂𑣜𑣈.

𑢲𑣙𑣂𑣞 𑣇𑣂𑣚𑣚 𑣙𑣈𑣚𑣘 𑣒𑣉 𑣜𑣈𑣑𑣃𑣏𑣈 𑣒𑣙𑣈 𑣜𑣂𑣞𑣌 𑣉𑣔 𑣇𑣂𑣚𑣑𑣔𑣂𑣜𑣈𑣞 𑣁𑣓𑣑 𑣘𑣜𑣉𑣒𑣈𑣏𑣒 𑣚𑣂𑣄𑣈𑣞 𑣁𑣓𑣑 𑣘𑣜𑣉𑣘𑣈𑣜𑣒𑣅.

𑢢𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓 𑣂𑣞 𑣁 𑣋𑣈𑣓𑣈𑣜𑣁𑣚 𑣂𑣓𑣏𑣜𑣈𑣁𑣞𑣈 𑣂𑣓 𑣘𑣜𑣂𑣏𑣈𑣞 𑣁𑣓𑣑 𑣔𑣁𑣚𑣚 𑣂𑣓 𑣒𑣙𑣈 𑣘𑣃𑣜𑣏𑣙𑣁𑣞𑣂𑣓𑣋 𑣄𑣁𑣚𑣃𑣈 𑣉𑣔 𑣖𑣉𑣓𑣈𑣅.

𑢼𑣂𑣚𑣂𑣎𑣂𑣉𑣓 𑣉𑣀𑣑𑣉𑣄 𑣈𑣑𑣁𑣘𑣒𑣈𑣞𑣉𑣓 𑣋𑣈 𑣓𑣈𑣓 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈𑣅𑣄𑣁 𑣏𑣁𑣗𑣂 𑣌𑣁𑣛𑣂𑣄 𑣔𑣉.

𑢢𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓 𑣏𑣁𑣓 𑣗𑣈 𑣏𑣁𑣃𑣞𑣈𑣑 𑣗𑣅 𑣁 𑣓𑣃𑣖𑣗𑣈𑣜 𑣉𑣔 𑣔𑣁𑣏𑣒𑣉𑣜𑣞, 𑣂𑣓𑣏𑣚𑣃𑣑𑣂𑣓𑣋 𑣂𑣓𑣏𑣜𑣈𑣁𑣞𑣈𑣞 𑣂𑣓 𑣒𑣙𑣈 𑣖𑣉𑣓𑣈𑣅 𑣞𑣃𑣘𑣘𑣚𑣅, 𑣙𑣂𑣋𑣙𑣈𑣜 𑣑𑣈𑣖𑣁𑣓𑣑 𑣔𑣉𑣜 𑣋𑣉𑣉𑣑𑣞 𑣁𑣓𑣑 𑣞𑣈𑣜𑣄𑣂𑣏𑣈𑣞, 𑣁𑣓𑣑 𑣞𑣃𑣘𑣘𑣚𑣅 𑣞𑣙𑣉𑣏𑣌𑣞.

𑢧𑣙𑣈𑣓 𑣒𑣙𑣈 𑣈𑣏𑣉𑣓𑣉𑣖𑣅 𑣂𑣞 𑣋𑣜𑣉𑣇𑣂𑣓𑣋 𑣜𑣁𑣘𑣂𑣑𑣚𑣅, 𑣗𑣃𑣞𑣂𑣓𑣈𑣞𑣞𑣈𑣞 𑣖𑣁𑣅 𑣗𑣈 𑣁𑣗𑣚𑣈 𑣒𑣉 𑣜𑣁𑣂𑣞𑣈 𑣘𑣜𑣂𑣏𑣈𑣞 𑣇𑣂𑣒𑣙𑣉𑣃𑣒 𑣚𑣉𑣞𑣂𑣓𑣋 𑣏𑣃𑣞𑣒𑣉𑣖𑣈𑣜𑣞.

𑢹𑣉𑣉 𑣌𑣉𑣋𑣈 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣗𑣁𑣆 𑣔𑣁𑣆𑣅𑣁 𑣏𑣂 𑣗𑣃𑣜𑣃 𑣜𑣈 𑣞𑣈𑣓𑣋𑣈𑣚 𑣁𑣚𑣉𑣌𑣁 𑣎𑣃𑣄𑣚𑣉𑣄, 𑢼𑣉 𑣘𑣁𑣕𑣁𑣄 𑣌𑣉 𑣁𑣚𑣉 𑣋𑣈𑣞𑣁𑣓 𑣚𑣈𑣌𑣈𑣓𑣁𑣄 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣗𑣃𑣋𑣂𑣓𑣁.

𑢹𑣉𑣇𑣈𑣄𑣈𑣜, 𑣒𑣙𑣈𑣜𑣈 𑣁𑣜𑣈 𑣁𑣚𑣞𑣉 𑣔𑣁𑣏𑣒𑣉𑣜𑣞 𑣒𑣙𑣁𑣒 𑣏𑣁𑣓 𑣙𑣈𑣚𑣘 𑣒𑣉 𑣉𑣔𑣔𑣞𑣈𑣒 𑣒𑣙𑣈 𑣂𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓𑣁𑣜𑣅 𑣈𑣔𑣔𑣈𑣏𑣒𑣞 𑣉𑣔 𑣔𑣁𑣞𑣒𑣈𑣜 𑣈𑣏𑣉𑣓𑣉𑣖𑣂𑣏 𑣋𑣜𑣉𑣇𑣒𑣙.

𑢦𑣌𑣉 𑣞𑣂𑣞𑣒𑣉𑣖 𑣋𑣈 𑣞𑣈𑣓𑣋𑣈𑣚 𑣔𑣉 𑣗𑣁𑣐𑣂𑣅𑣁 𑣞𑣁𑣆𑣕𑣂 𑣗𑣁 𑣜𑣂𑣌𑣁𑣅𑣁.

𑢩𑣄𑣈𑣜𑣁𑣚𑣚, 𑣒𑣙𑣈 𑣜𑣈𑣚𑣁𑣒𑣂𑣉𑣓𑣞𑣙𑣂𑣘 𑣗𑣈𑣒𑣇𑣈𑣈𑣓 𑣈𑣏𑣉𑣓𑣉𑣖𑣂𑣏 𑣋𑣜𑣉𑣇𑣒𑣙 𑣁𑣓𑣑 𑣂𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓 𑣂𑣞 𑣏𑣉𑣖𑣘𑣚𑣈𑣝.

𑢯𑣂𑣖𑣕𑣈 𑣞𑣈𑣋𑣈𑣚 𑣈𑣞𑣈𑣑𑣉𑣁, 𑣈𑣓𑣁 𑣘𑣃𑣕𑣈𑣉 ?𑣓𑣁 𑣘𑣁𑣜𑣁𑣌𑣂𑣜𑣂𑣕𑣌 𑣕𑣈 𑣁𑣜 𑣗𑣃𑣜𑣃 𑣙𑣁𑣜𑣁𑣓𑣁.

𑢶𑣂𑣞𑣈 𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣌𑣁𑣕𑣈, 𑣖𑣁𑣓𑣂 𑣌𑣉 𑣎𑣁𑣚𑣁𑣗𑣁𑣅𑣃 𑣗𑣁𑣆𑣓𑣈 𑣎𑣃𑣚𑣈𑣌𑣁𑣓 𑣞𑣈𑣓𑣋𑣈𑣚 𑣕𑣈.

𑢢𑣓 𑣁𑣑𑣑𑣂𑣒𑣂𑣉𑣓 𑣒𑣉 𑣒𑣙𑣈 𑣔𑣁𑣏𑣒𑣉𑣜𑣞 𑣖𑣈𑣓𑣒𑣂𑣉𑣓𑣈𑣑 𑣁𑣗𑣉𑣄𑣈, 𑣒𑣙𑣈𑣜𑣈 𑣁𑣜𑣈 𑣁 𑣓𑣃𑣖𑣗𑣈𑣜 𑣉𑣔 𑣉𑣒𑣙𑣈𑣜 𑣔𑣁𑣏𑣒𑣉𑣜𑣞 𑣒𑣙𑣁𑣒 𑣏𑣁𑣓 𑣁𑣔𑣔𑣈𑣏𑣒 𑣂𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓.


Inflation is a general increase in prices and fall in the purchasing value of money.

It is often measured as a change in the consumer price index (CPI), which tracks the prices of a basket of goods and services that are commonly purchased by households.

Inflation can be caused by a number of factors, including increases in the money supply, higher demand for goods and services, and supply shocks.

When the economy is growing rapidly, businesses may be able to raise prices without losing customers.

However, there are also factors that can help to offset the inflationary effects of faster economic growth.

For example, if the labor market is tight, wages may rise more slowly than prices, which can help to keep inflation in check.

Overall, the relationship between economic growth and inflation is complex.

There is no simple rule that can predict how faster economic growth will affect inflation.

However, it is important to be aware of the potential for inflation when the economy is growing rapidly.

In addition to the factors mentioned above, there are a number of other factors that can affect inflation.

These include the exchange rate, interest rates, and government policies.

The exchange rate can affect inflation by making imported goods more or less expensive.

For example, if the value of the dollar falls, imported goods will become more expensive, which can lead to higher inflation.

Interest rates can also affect inflation.

When interest rates are high, businesses and consumers are less likely to borrow money, which can slow economic growth and reduce inflation.

Government policies can also affect inflation.

For example, government spending can increase demand for goods and services, which can lead to higher prices.

Government regulations can also affect the price of goods and services.

The relationship between economic growth and inflation is complex and depends on a number of factors.

𑢲𑣙𑣈𑣞𑣈 𑣂𑣓𑣏𑣚𑣃𑣑𑣈 𑣒𑣙𑣈 𑣈𑣝𑣏𑣙𑣁𑣓𑣋𑣈 𑣜𑣁𑣒𑣈, 𑣂𑣓𑣒𑣈𑣜𑣈𑣞𑣒 𑣜𑣁𑣒𑣈𑣞, 𑣁𑣓𑣑 𑣋𑣉𑣄𑣈𑣜𑣓𑣖𑣈𑣓𑣒 𑣘𑣉𑣚𑣂𑣏𑣂𑣈𑣞.

𑢲𑣙𑣈 𑣈𑣝𑣏𑣙𑣁𑣓𑣋𑣈 𑣜𑣁𑣒𑣈 𑣏𑣁𑣓 𑣁𑣔𑣔𑣈𑣏𑣒 𑣂𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓 𑣗𑣅 𑣖𑣁𑣌𑣂𑣓𑣋 𑣂𑣖𑣘𑣉𑣜𑣒𑣈𑣑 𑣋𑣉𑣉𑣑𑣞 𑣖𑣉𑣜𑣈 𑣉𑣜 𑣚𑣈𑣞𑣞 𑣈𑣝𑣘𑣈𑣓𑣞𑣂𑣄𑣈.

𑢶𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣗𑣉𑣔𑣉𑣚𑣈𑣓𑣁, 𑣈𑣓𑣁 𑣜𑣈 𑣘𑣉𑣅𑣈𑣞𑣁 𑣘𑣃𑣜𑣈𑣉 𑣕𑣈𑣅𑣁 𑣘𑣁𑣅𑣈𑣞𑣁 𑣏𑣁𑣓𑣁𑣚 𑣜𑣈, 𑣘𑣃𑣜𑣈𑣙 𑣕𑣈 𑣎𑣂𑣓𑣞𑣉 𑣁𑣜 𑣞𑣈𑣗𑣁 𑣖𑣁𑣓𑣋 𑣜𑣈 𑣁𑣜 𑣁𑣘𑣃𑣜𑣕𑣂 𑣎𑣙𑣁𑣒𑣌𑣁.

𑢯𑣂𑣖𑣕𑣈 𑣁𑣜𑣕𑣗𑣈𑣗𑣁𑣞𑣕𑣁 𑣁𑣓𑣎𑣁 𑣕𑣈 𑣜𑣌𑣁𑣗𑣁, 𑣗𑣈𑣘𑣁𑣜 𑣜𑣈 𑣔𑣁𑣖𑣜𑣁𑣌𑣁𑣗𑣁 𑣌𑣂𑣜𑣂𑣓𑣋 𑣕𑣁𑣓 𑣌𑣉 𑣁𑣑 𑣌𑣁𑣕𑣈.

𑢳𑣈𑣅𑣁𑣋𑣈 𑣒𑣁𑣌𑣁 𑣗𑣂𑣕𑣂 𑣜𑣈𑣅𑣁𑣄 𑣋𑣉𑣓𑣀 𑣔𑣉𑣄 𑣜𑣁𑣌𑣁𑣗𑣈𑣅𑣁.

𑢨𑣓𑣁𑣅𑣈 𑣕𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣌𑣉𑣖𑣈 𑣚𑣁𑣋𑣈𑣑 𑣔𑣈𑣓𑣋𑣁 𑣈𑣖 𑣁𑣆𑣅𑣈 𑣁𑣓𑣎𑣁 𑣁𑣜𑣕𑣁𑣗𑣈𑣗𑣁𑣞𑣕𑣁 𑣗𑣁𑣑𑣁𑣉 𑣕𑣈𑣅𑣁.

𑢬𑣁𑣎𑣂 𑣌𑣈 𑣚𑣈𑣌𑣁, 𑣎𑣉𑣔𑣂 𑣖𑣃𑣚𑣂𑣅𑣁 𑣌𑣉 𑣘𑣜𑣈𑣅𑣁 𑣌𑣁𑣓𑣁, 𑣓𑣁𑣌𑣁 𑣌𑣉𑣖 𑣕𑣈 𑣘𑣃𑣜𑣈 𑣓𑣁 𑣔𑣁𑣖 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣎𑣁𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣏𑣂𑣜𑣋𑣈𑣚𑣉𑣁.

𑢳𑣈𑣚 𑣌𑣈𑣈 𑣜𑣈𑣔𑣉 𑣒𑣁𑣌𑣁 𑣗𑣂𑣕𑣂 𑣞𑣁𑣊𑣋𑣂𑣆 𑣚𑣉𑣄𑣕𑣈 𑣆𑣓𑣘𑣙𑣚𑣈𑣞𑣉𑣓 𑣞𑣁𑣜𑣂 𑣆𑣏𑣂𑣆 𑣕𑣈𑣅𑣁 𑣔𑣉 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚 𑣋𑣈𑣅𑣁.

𑢨𑣓𑣌𑣁 𑣔𑣉 𑣓𑣂𑣅𑣉𑣖 𑣔𑣉 𑣗𑣁𑣓𑣉𑣄𑣁 𑣏𑣂 𑣒𑣁𑣌𑣁 𑣘𑣉𑣈𑣞𑣁 𑣕𑣈 𑣓𑣁𑣆𑣌𑣂 𑣅𑣁𑣓 𑣜𑣈 𑣆𑣓𑣘𑣙𑣚𑣈𑣞𑣉𑣓 𑣓𑣈𑣘𑣁 𑣕𑣈𑣜𑣘𑣁𑣉𑣄𑣁.

𑢨𑣓𑣌𑣁 𑣕𑣈 𑣜𑣈𑣅𑣉,𑣓𑣈𑣓𑣁 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣜𑣈𑣅𑣁 𑣞𑣁𑣖𑣗𑣁𑣗𑣓𑣁 𑣏𑣂𑣜𑣋𑣈𑣚𑣁 𑣌𑣁 𑣕𑣈𑣅𑣁 𑣏𑣂𑣖𑣕𑣈 𑣁𑣜𑣕𑣁𑣗𑣈𑣗𑣞𑣁𑣕 𑣁𑣓𑣎𑣁 𑣕𑣈 𑣜𑣁𑣌𑣁𑣗 𑣕𑣁𑣓𑣁.

𑢨𑣓𑣁 𑣚𑣉 𑣕𑣈 𑣏𑣈𑣕𑣁𑣓 𑣌𑣁𑣎𑣂 𑣅𑣈 𑣌𑣁𑣓 𑣕𑣈, 𑣁𑣓𑣑𑣉 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣎𑣂𑣓𑣞𑣉 𑣖𑣈𑣓𑣁 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣚𑣁𑣋𑣈𑣑.

𑢳𑣈𑣓𑣁 𑣜𑣈 𑣗𑣉𑣔𑣉𑣚𑣈 𑣔𑣁𑣖, 𑣞𑣃𑣑𑣙 𑣁𑣓𑣌𑣁, 𑣁𑣜 𑣞𑣉𑣜𑣌𑣁𑣜𑣁 𑣅𑣉𑣎𑣓𑣁 𑣕𑣁𑣓𑣁.

𑢴𑣉𑣜 𑣌𑣉𑣜𑣁𑣅𑣁𑣄 𑣗𑣉𑣓𑣉𑣔𑣉𑣚 𑣏𑣂𑣖𑣂𑣕𑣀 𑣈𑣒𑣁𑣄 𑣌𑣉𑣅𑣕𑣈 𑣎𑣂𑣓𑣂𑣝𑣂 𑣌𑣂𑣜𑣂𑣀 𑣁𑣋𑣃𑣆 𑣜𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣉𑣀𑣑𑣉𑣄 𑣌𑣁𑣜𑣏𑣁 𑣙𑣉𑣗𑣁𑣓 𑣌𑣉𑣜𑣈 𑣆𑣓𑣘𑣙𑣚𑣈𑣞𑣉 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢬𑣁𑣎𑣂 𑣚𑣈𑣌𑣁, 𑣑𑣉𑣚𑣁𑣜 𑣜𑣈𑣅𑣁 𑣔𑣁𑣖 𑣓𑣃𑣜𑣉 𑣜𑣈, 𑣗𑣁𑣙𑣁𑣜𑣅𑣈 𑣕𑣈 𑣙𑣃𑣎𑣃 𑣕𑣁𑣓 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉𑣁 𑣔𑣁𑣖 𑣗𑣁𑣐𑣁𑣉, 𑣎𑣁𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣙𑣉𑣗𑣁𑣓𑣁 𑣓𑣁.

𑢾𑣃𑣔𑣙 𑣜𑣈𑣅𑣁 𑣔𑣁𑣖 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣅𑣉 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢧𑣙𑣈𑣓 𑣂𑣓𑣒𑣈𑣜𑣈𑣞𑣒 𑣜𑣁𑣒𑣈𑣞 𑣁𑣜𑣈 𑣙𑣂𑣋𑣙, 𑣗𑣃𑣞𑣂𑣓𑣈𑣞𑣞𑣈𑣞 𑣁𑣓𑣑 𑣏𑣉𑣓𑣞𑣃𑣖𑣈𑣜𑣞 𑣁𑣜𑣈 𑣚𑣈𑣞𑣞 𑣚𑣂𑣌𑣈𑣚𑣅 𑣒𑣉 𑣗𑣉𑣜𑣜𑣉𑣇 𑣖𑣉𑣓𑣈𑣅, 𑣇𑣙𑣂𑣏𑣙 𑣏𑣁𑣓 𑣞𑣚𑣉𑣇 𑣈𑣏𑣉𑣓𑣉𑣖𑣂𑣏 𑣋𑣜𑣉𑣇𑣒𑣙 𑣁𑣓𑣑 𑣜𑣈𑣑𑣃𑣏𑣈 𑣂𑣓𑣔𑣚𑣁𑣒𑣂𑣉𑣓.

𑢾𑣁𑣜𑣌𑣁𑣂 𑣅𑣉𑣎𑣓𑣁 𑣕𑣈𑣅𑣉 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢬𑣁𑣎𑣂 𑣌𑣈 𑣚𑣁𑣌𑣁, 𑣞𑣁𑣜𑣌𑣁𑣜𑣁 𑣌𑣁𑣜𑣏𑣁 𑣕𑣈 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣖𑣁𑣓𑣋 𑣁𑣜 𑣎𑣂𑣓𑣞𑣉 𑣁𑣜 𑣞𑣈𑣗𑣁 𑣜𑣈𑣅𑣁 𑣔𑣁𑣖 𑣌𑣉 𑣗𑣁𑣐𑣁𑣉 𑣓𑣁.

𑢾𑣉𑣜𑣌𑣁𑣜𑣁𑣄 𑣜𑣈𑣋𑣃𑣚𑣈𑣞𑣉𑣓 𑣌𑣘𑣅𑣘𑣋𑣈 𑣎𑣂𑣓𑣂𑣝𑣂 𑣌𑣉𑣜𑣈𑣅𑣁𑣄 𑣋𑣉𑣓𑣀 𑣉𑣀𑣑𑣉𑣄 𑣞𑣈𑣗𑣁 𑣗𑣁𑣑𑣙𑣁𑣉𑣅𑣁.

𑢲𑣁𑣌𑣁 𑣗𑣂𑣕𑣂 𑣕𑣈𑣖𑣁 𑣖𑣁𑣖𑣜𑣀 𑣉𑣀𑣑𑣉𑣄 𑣆𑣓𑣘𑣙𑣚𑣈𑣞𑣉𑣓 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚𑣁 𑣉𑣀𑣑𑣉𑣄 𑣈𑣓𑣁 𑣌𑣉𑣜𑣈𑣅𑣁𑣄 𑣈𑣞𑣃 𑣌𑣁𑣜𑣉𑣓 𑣖𑣈𑣓𑣄𑣁.

𑢨𑣓𑣁 𑣜𑣈𑣅𑣁 𑣎𑣁𑣓 𑣓𑣂𑣅𑣈𑣖 𑣗𑣁𑣓𑣉𑣁 𑣎𑣁𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣁𑣓𑣎𑣁 𑣕𑣈 𑣙𑣁𑣜𑣁𑣓 𑣕𑣁𑣓 𑣖𑣃𑣔𑣜𑣁 𑣆𑣞𑣘𑣂𑣕𑣂 𑣜𑣈𑣅𑣁 𑣌𑣁 𑣏𑣂𑣜𑣋𑣈𑣚𑣉𑣁.


Flowers have been used for centuries to communicate messages, and the art of flower arranging is a way to create beautiful and meaningful works of art.

There are many different schools of thought on flower arranging, but all share a common goal: to create a balanced and pleasing composition.

The most important elements to consider when arranging flowers are shape, color, and texture.

Shape is created by the arrangement of the flowers themselves.

The flowers can be arranged in a symmetrical or asymmetrical pattern, and they can be grouped together in clusters or placed individually.

Color is another important element of flower arranging.

Colors can be used to create a sense of harmony or contrast, and they can also be used to evoke specific emotions.

Texture is the third element of flower arranging.

Texture can be created by using flowers with different types of petals, leaves, and stems.

When arranging flowers, it is important to consider the overall effect that you want to create.

Do you want a formal or informal arrangement?

Once you know what you want, you can start to choose the flowers and arrange them in a way that will achieve your desired effect.

Flower arranging is a creative art form that can be enjoyed by people of all ages.

It is a great way to express your creativity and to bring beauty into your home.

In addition to their aesthetic appeal, flowers can also be used to communicate messages.

For example, red roses are often given to express love, while white lilies are often given to express sympathy.

The meaning of flowers can vary depending on the culture and the context in which they are given.

For example, in some cultures, the color purple is associated with royalty, while in other cultures, it is associated with mourning.

If you are not sure what the meaning of a particular flower is, it is always best to ask the person who gave it to you.

Flower arranging is a beautiful and meaningful art form that can be enjoyed by people of all ages.

𑢶𑣃𑣓𑣃𑣅𑣈 𑣕𑣈 𑣗𑣁 𑣎𑣁𑣓𑣁𑣋𑣁𑣜 𑣌𑣃𑣚𑣈 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉 𑣌𑣃𑣚𑣈 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣗𑣁 𑣚𑣉 𑣕𑣈 𑣏𑣂𑣖𑣂𑣓 𑣏𑣚𑣌𑣈 𑣞𑣁𑣎𑣁𑣉 𑣌𑣁𑣕𑣈 𑣖𑣂𑣅𑣈𑣑 𑣖𑣁𑣓𑣈 𑣗𑣃 𑣈𑣖 𑣔𑣁𑣆𑣅𑣈 𑣈𑣓𑣁𑣉 𑣈𑣞𑣃𑣖 𑣁𑣜𑣁𑣓𑣋 𑣘𑣁𑣆𑣒𑣂.

𑢨𑣞𑣃 𑣘𑣃𑣜𑣈𑣙 𑣗𑣁 𑣗𑣁𑣂 𑣖𑣉𑣓𑣑𑣉 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣖𑣈𑣓𑣔𑣉 𑣁𑣗𑣈𑣓 𑣕𑣁 𑣜𑣈 𑣖𑣂𑣑𑣉 𑣎𑣂𑣓𑣞𑣉 𑣈𑣓𑣁 𑣎𑣈 𑣏𑣂𑣚𑣌𑣈 𑣞𑣁𑣗𑣈𑣓 𑣗𑣁 𑣖𑣂𑣞𑣈 ?𑣌𑣁𑣕𑣈 𑣏𑣈𑣜𑣁 𑣓𑣈𑣚𑣁 𑣕𑣈𑣅𑣁 𑣗𑣃 𑣗𑣁𑣆𑣅𑣈.

𑢷𑣁 𑣞𑣁𑣎𑣁𑣉 𑣆𑣖𑣕𑣈 ?𑣈𑣓𑣁 𑣃𑣑𑣃 𑣕𑣁𑣂𑣓𑣈 𑣏𑣂𑣌𑣈 𑣗𑣁 𑣜𑣈𑣅𑣁 𑣁𑣌𑣁𑣜, 𑣜𑣉𑣊, 𑣁𑣜 𑣏𑣂𑣌𑣈 𑣞𑣁𑣗𑣉 𑣕𑣁𑣓 𑣕𑣈𑣅𑣁.

𑢡𑣌𑣁𑣜 𑣔𑣉 𑣗𑣁 𑣌𑣉 𑣏𑣂𑣌𑣈 𑣕𑣈𑣊𑣁 𑣌𑣁𑣓𑣁 𑣈𑣓𑣁 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣗𑣁𑣆𑣓𑣈.

𑢷𑣁 𑣌𑣉 𑣖𑣂𑣓𑣑𑣈 𑣞𑣂𑣔𑣈 𑣜𑣈𑣅𑣉 𑣈𑣖 𑣔𑣁𑣆𑣅𑣉𑣁 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣁𑣅𑣁𑣜 𑣏𑣁𑣓𑣁𑣗 𑣗𑣃 𑣈𑣖 𑣔𑣁𑣆𑣅𑣈 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣞𑣁𑣗𑣂𑣓 𑣖𑣂𑣞𑣈 𑣕𑣈 𑣋𑣁𑣚𑣁𑣓𑣊 𑣌𑣁𑣓𑣉𑣁 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣋𑣈 𑣗𑣃 𑣈𑣖 𑣕𑣁𑣆𑣅𑣈.

𑢷𑣁 𑣜𑣈𑣅𑣁 𑣜𑣉𑣊 𑣈𑣞𑣃 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜𑣁.

𑢷𑣁 𑣜𑣈𑣅𑣁 𑣜𑣉𑣊 𑣂𑣔𑣂 𑣌𑣁𑣕𑣈 𑣋𑣈 𑣞𑣁𑣗𑣂𑣓 𑣕𑣁𑣖𑣁 𑣜𑣈 𑣗𑣁𑣂𑣑𑣂𑣅𑣈 𑣗𑣃 𑣕𑣁𑣆𑣓 𑣕𑣈𑣅𑣁 𑣏𑣂 𑣞𑣉𑣖𑣉𑣅𑣈 𑣂𑣔𑣂 𑣌𑣁𑣕𑣈 𑣗𑣁 𑣜𑣈𑣅𑣁 𑣜𑣉𑣊 𑣁𑣅𑣁 𑣗𑣁𑣘𑣆𑣒𑣂 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢯𑣂𑣚𑣌𑣈 𑣞𑣁𑣗𑣉 𑣕𑣈𑣅𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣖𑣃𑣏𑣈𑣑 𑣜𑣈𑣅𑣁 𑣞𑣂𑣓𑣞𑣉 𑣖𑣂𑣓𑣑𑣉 𑣗𑣁 𑣜𑣈.

𑢷𑣁 𑣜𑣈𑣅𑣁 𑣏𑣈𑣜𑣁 𑣓𑣈𑣚𑣉 𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣏𑣂𑣚𑣌𑣈 𑣏𑣂 𑣘𑣁𑣕𑣁, 𑣗𑣁 𑣜𑣈𑣅𑣁 𑣋𑣃𑣓𑣑𑣈 𑣁𑣜 𑣑𑣁𑣓𑣒𑣂𑣑.

𑢯𑣂𑣖𑣕𑣈 𑣗𑣁 𑣗𑣃 𑣕𑣈𑣊𑣈𑣅𑣁 𑣈𑣓 𑣞𑣉𑣖𑣉𑣅𑣈 𑣗𑣁𑣑𑣂𑣅𑣈 𑣕𑣈 𑣞𑣁𑣚𑣁 𑣕𑣈 𑣕𑣈𑣊𑣈 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣗𑣃𑣋𑣃 𑣚𑣈𑣌𑣁 𑣓𑣈𑣚𑣉 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣖 𑢾𑣁𑣔𑣁𑣜𑣁𑣓 𑣕𑣈𑣅𑣁 𑣏𑣂 𑣁𑣞𑣁𑣔𑣁𑣜𑣁𑣓 𑣕𑣈𑣅𑣁 𑣗𑣈𑣗𑣁𑣞𑣕𑣁 𑣔𑣉𑣜𑣌𑣁𑣜𑣁 ?

𑢴𑣃𑣚𑣁𑣑 𑣕𑣈𑣅𑣁 𑣏𑣂 𑣓𑣁𑣖𑣁 𑣗𑣈𑣗𑣁𑣞𑣕𑣁 ?

𑢶𑣂𑣞𑣈 𑣎𑣉𑣑𑣂 𑣁𑣔𑣁 𑣌𑣈𑣑𑣁 𑣏𑣂 𑣁𑣖 𑣏𑣂𑣌𑣈𑣓𑣁 𑣗𑣁 𑣔𑣉𑣜𑣌𑣜 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁𑣔𑣉 𑣈𑣞𑣃 𑣏𑣈𑣜𑣁 𑣕𑣈𑣅𑣁𑣖 𑣗𑣁𑣆𑣔𑣁𑣂𑣅𑣈.

𑢷𑣁𑣁 𑣌𑣉 𑣖𑣂𑣑 𑣜𑣈 𑣞𑣁𑣎𑣁𑣉𑣅𑣈 𑣕𑣈 𑣖𑣂𑣑𑣉 𑣌𑣚𑣁 𑣕𑣁𑣓𑣁 𑣎𑣁𑣓𑣁 𑣜𑣈 𑣞𑣁𑣗𑣈𑣓 𑣗𑣉𑣅𑣉𑣞𑣉 𑣙𑣉 𑣌𑣉 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣚𑣃𑣘𑣕 𑣌𑣉 𑣆𑣔𑣂 𑣔𑣁𑣆𑣅𑣈.

𑣓𑣈𑣓𑣁 𑣕𑣈 𑣁𑣖𑣁 𑣓𑣂𑣜𑣖𑣁𑣌𑣂𑣌 𑣇𑣔𑣃𑣗𑣈 𑣕𑣈𑣅𑣁 𑣗𑣁𑣐𑣂𑣅𑣈𑣓 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁, 𑣁𑣜 𑣓𑣂𑣎𑣉 𑣉𑣙𑣁 𑣜𑣈 𑣏𑣈𑣜𑣁 𑣁𑣋𑣃𑣆 𑣕𑣈𑣅𑣁.

𑢡𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣌𑣁𑣎𑣂 𑣓𑣈𑣓𑣁 𑣗𑣁𑣛𑣂𑣅𑣈 𑣓𑣈𑣚𑣉 𑣂𑣔𑣂 𑣌𑣁𑣕𑣈 𑣌𑣉𑣗𑣉𑣜 𑣌𑣃𑣚𑣈 𑣚𑣁𑣋𑣈𑣑 𑣗𑣃 𑣚𑣁𑣋𑣁𑣉 𑣔𑣁𑣆𑣅𑣈.

𑢮𑣁𑣚𑣈 𑣌𑣁 𑣁𑣜𑣁 𑣕𑣈𑣅𑣁 𑣋𑣃𑣚𑣁𑣗 𑣗𑣁 𑣔𑣉 𑣔𑣃𑣚𑣁𑣑 𑣃𑣔𑣃𑣗 𑣚𑣁𑣋𑣈𑣑 𑣁𑣓𑣑𑣉 𑣘𑣃𑣓𑣞𑣂 𑣕𑣈𑣅𑣁 𑣚𑣂𑣚𑣂 𑣔𑣉 𑣁𑣅𑣁 𑣃𑣑𑣃 𑣖𑣈𑣓𑣁 𑣚𑣁𑣋𑣂𑣑.

𑢷𑣁 𑣈𑣖𑣈 𑣜𑣈𑣅𑣁 𑣖𑣁𑣓𑣈 𑣞𑣁𑣒𑣂 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣗𑣉𑣔𑣉𑣚 𑣆𑣔𑣂𑣓𑣁.

𑢯𑣂𑣚𑣌𑣈 𑣏𑣂 𑣕𑣁𑣜𑣁 𑣞𑣉𑣖𑣁𑣎 𑣜𑣈 𑣗𑣁𑣅𑣈𑣋𑣃𑣓𑣂 𑣜𑣉𑣊 𑣔𑣉 𑣓𑣁𑣆𑣌𑣂 𑣜𑣈𑣅𑣁 𑣖𑣁𑣓 𑣖𑣈𑣓𑣁 𑣈𑣓 𑣜𑣈𑣋𑣁 𑣕𑣁𑣜𑣁 𑣖𑣁𑣜𑣁 𑣞𑣉𑣖𑣉𑣎 𑣜𑣈 𑣈𑣓𑣁 𑣑𑣃𑣃 𑣜𑣈𑣅𑣁 𑣜𑣉𑣊 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣔𑣂 𑣌𑣁𑣗𑣃 𑣁𑣔𑣁𑣓𑣁 𑣉𑣌𑣉𑣓 𑣗𑣁 𑣜𑣈𑣅𑣁 𑣏𑣈𑣌𑣁𑣓 𑣖𑣁𑣓𑣈 𑣖𑣈𑣓𑣁 𑣈𑣓𑣔𑣉 𑣁𑣅𑣈 𑣋𑣈 𑣗𑣃 𑣌𑣃𑣚𑣂 𑣏𑣁 𑣉𑣌𑣉𑣅𑣈 𑣁𑣗𑣃 𑣌𑣈𑣈 𑣓 𑣗𑣁 𑣈𑣖𑣁 𑣌𑣁𑣑 𑣗𑣃𑣁.

𑢷𑣁𑣁 𑣞𑣁𑣎𑣁𑣉 𑣏𑣈𑣜𑣁𑣓 𑣁𑣜 𑣖𑣁𑣓𑣈 𑣕𑣁𑣆𑣓 𑣕𑣈𑣅𑣁 𑣌𑣚𑣁 𑣕𑣁𑣓𑣁 𑣎𑣁𑣓𑣁 𑣕𑣈 𑣞𑣁𑣗𑣂𑣓 𑣗𑣉𑣅𑣉𑣞𑣉 𑣙𑣉 𑣌𑣉 𑣚𑣃𑣘𑣕 𑣌𑣉 𑣆𑣔𑣂 𑣔𑣁𑣆𑣅𑣈.


As a member of society, we have a responsibility to uphold the values and norms that make our community a better place to live.

Stealing is wrong because it deprives others of their property and belongings, and it can have a negative impact on the community as a whole.

When people steal, it can create an atmosphere of fear and distrust.

It can also make it difficult for businesses to operate and for people to feel safe in their homes and neighborhoods.

In addition, stealing can lead to increased crime rates and social unrest.

If we want to create a society where everyone feels safe and respected, then we need to do everything we can to discourage and prevent theft.

We can do this by teaching our children about the importance of honesty and respect for others, and by working to create strong social and economic conditions that make people less likely to turn to crime.

As a socially sensible citizen, we should all do our part to make our community a better place.

We should be vigilant about reporting suspicious activity and we should never hesitate to help someone who is in need.

We should also be mindful of our own behavior and make sure that we are not doing anything that could put others at risk.

By working together, we can create a society where everyone can feel safe and respected.

We can make it a place where everyone has the opportunity to succeed, and where everyone can contribute to making the world a better place.

Here are some additional thoughts on the importance of being a socially sensible citizen:

* Socially sensible citizens are aware of the impact of their actions on others.

They think about how their behavior affects the community as a whole, and they make choices that benefit everyone.

* Socially sensible citizens are willing to help others.

They are not afraid to get involved in their community and make a difference.

* Socially sensible citizens are respectful of others.

They treat everyone with dignity and respect, regardless of their race, religion, gender, or socioeconomic status.

* Socially sensible citizens are responsible.

They take responsibility for their actions and they are accountable for the impact they have on the world.

If we all strive to be socially sensible citizens, we can create a better world for ourselves and for future generations.

𑢾𑣁𑣖𑣁𑣎 𑣜𑣈𑣓 𑣞𑣁𑣔𑣁𑣞𑣅𑣁 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈, 𑣁𑣗𑣃𑣁 𑣎𑣂𑣖𑣈𑣔𑣁𑣜𑣂 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣖𑣁𑣓 𑣁𑣜 𑣖𑣁𑣓𑣔𑣁𑣑 𑣗𑣁𑣏𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣎𑣁𑣓𑣁 𑣕𑣈 𑣁𑣗𑣃𑣁 𑣞𑣁𑣖𑣁𑣎 𑣗𑣃𑣋𑣂𑣓 𑣎𑣁𑣋𑣁 𑣕𑣁𑣆 𑣓𑣈 𑣕𑣁𑣆 𑣚𑣁𑣋𑣈𑣑.

𑢬𑣃𑣖𑣗𑣃 𑣋𑣁𑣚𑣕𑣂 𑣏𑣈𑣓𑣁 𑣏𑣂 𑣈𑣒𑣁 𑣌𑣉 𑣁𑣌𑣉𑣁 𑣞𑣁𑣖𑣘𑣁𑣕𑣂 𑣕𑣈𑣌𑣉 𑣞𑣁𑣓𑣂𑣋𑣉𑣁 𑣁𑣜 𑣓𑣈𑣓𑣁 𑣌𑣁 𑣗𑣃𑣋𑣂𑣓 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣞𑣈𑣓𑣉 𑣘𑣃𑣜𑣈 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈.

𑢯𑣂𑣖𑣕𑣈 𑣙𑣉 𑣌𑣉 𑣌𑣃𑣖𑣗𑣃𑣁, 𑣈𑣓𑣁 𑣕𑣈 𑣖𑣁𑣙𑣉𑣚 𑣗𑣉𑣜𑣉 𑣜𑣈𑣅𑣁 𑣁𑣜 𑣞𑣁𑣓𑣌𑣁 𑣕𑣁𑣆?𑣓𑣈.

𑢳𑣈𑣓𑣁 𑣗𑣈𑣘𑣁𑣜 𑣏𑣙𑣁𑣚𑣃𑣆 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚𑣈𑣅𑣁 𑣁𑣜 𑣙𑣉 𑣌𑣉 𑣞𑣃𑣜𑣁𑣌𑣞𑣂𑣕 𑣌𑣉 𑣁𑣔𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣁𑣌𑣉𑣁 𑣉𑣙𑣁 𑣜𑣈.

𑢨𑣓𑣁 𑣚𑣉𑣙 𑣕𑣈, 𑣌𑣃𑣖𑣗𑣃 𑣕𑣈 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈 𑣁𑣘𑣜𑣁𑣔 𑣁𑣜 𑣞𑣁𑣖𑣁𑣎 𑣜𑣈 𑣗𑣂𑣞𑣌𑣈𑣚 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣔𑣂 𑣁𑣗𑣃 𑣞𑣖𑣁𑣎 𑣗𑣆 𑣕𑣈𑣅𑣁𑣄 𑣗𑣃 𑣓𑣖 𑣕𑣓𑣁 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣞𑣗𑣈𑣓 𑣗𑣃𑣋𑣂𑣓 𑣌𑣉 𑣁𑣒𑣌𑣁𑣜𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣖𑣓 𑣖𑣓𑣁𑣓𑣁𑣕𑣂𑣊, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣁𑣗𑣃 𑣘𑣆𑣒𑣂 𑣕𑣈 𑣙𑣉𑣗𑣁 𑣗𑣃𑣁 𑣏𑣂 𑣞𑣗𑣈𑣓 𑣁𑣗𑣃 𑣗𑣃 𑣖𑣓𑣁 𑣔𑣆𑣅𑣈 𑣌𑣉𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣃𑣖𑣗𑣃𑣇 𑣗𑣃 𑣗𑣋𑣈 𑣆𑣏𑣂𑣌𑣉𑣁.

𑢡𑣗𑣃 𑣓𑣈𑣓𑣈𑣁𑣗𑣃 𑣘𑣆𑣒𑣂 𑣔𑣆𑣅𑣈𑣄 𑣏𑣂𑣖𑣕𑣈 𑣁𑣗𑣃𑣈𑣄 𑣙𑣉𑣓𑣌𑣉 𑣓𑣈𑣓𑣁 𑣗𑣂𑣝𑣉𑣅 𑣗𑣃 𑣈𑣕𑣉 𑣌𑣉𑣁 𑣏𑣂 𑣞𑣁𑣔𑣃 𑣜𑣈𑣅𑣁𑣄 𑣎𑣉𑣜 𑣉𑣓𑣑𑣉𑣄 𑣈𑣒𑣁𑣄𑣌𑣉 𑣖𑣓 𑣖𑣓𑣁𑣓𑣁𑣕𑣂𑣊, 𑣉𑣓𑣑𑣉𑣄 𑣘𑣆𑣒𑣂 𑣌𑣈𑣙𑣕𑣈 𑣞𑣃𑣞𑣁𑣜 𑣞𑣖𑣁𑣎 𑣉𑣓𑣑𑣉𑣄 𑣆𑣌𑣉𑣓𑣉𑣖𑣂𑣌 𑣌𑣉𑣓𑣑𑣂𑣞𑣉𑣓 𑣈𑣓𑣁 𑣙𑣉 𑣌𑣉 𑣋𑣉𑣄𑣈 𑣋𑣉𑣘𑣉𑣄𑣈 𑣌𑣁𑣌𑣉 𑣞𑣈𑣞𑣈𑣓𑣁.

𑢾𑣖𑣁𑣎𑣂𑣌 𑣜𑣈 𑣞𑣁𑣖𑣁𑣎𑣔𑣁𑣜 𑣙𑣉 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈, 𑣁𑣗𑣃 𑣞𑣁𑣗𑣈𑣓 𑣖𑣂𑣞𑣈 𑣌𑣈𑣓𑣕𑣈 𑣓𑣈𑣓 𑣞𑣁𑣖𑣁𑣎 𑣗𑣃𑣋𑣂𑣓 𑣕𑣁𑣆 𑣎𑣁𑣋𑣁 𑣗𑣃 𑣗𑣁𑣆 𑣏𑣁.

𑢡𑣗𑣃 𑣏𑣉𑣌𑣁𑣓𑣓𑣁 𑣕𑣁𑣆 𑣕𑣈 𑣘𑣜𑣁𑣕𑣂𑣗𑣈𑣔𑣁𑣓 𑣕𑣁𑣆𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁 𑣏𑣂𑣜𑣋𑣈𑣚𑣉 𑣘𑣁𑣆𑣒𑣂 𑣚𑣁𑣋𑣈𑣑 𑣁𑣜 𑣁𑣗𑣃 𑣏𑣃𑣆𑣚𑣈𑣉 𑣌𑣁 𑣇𑣞𑣈𑣓 𑣕𑣈𑣅𑣁 𑣙𑣉 𑣌𑣉 𑣔𑣈𑣓𑣋𑣁 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣗𑣃 𑣁𑣗𑣃𑣁 𑣗𑣈𑣗𑣙𑣁𑣜 𑣜𑣈𑣅𑣁 𑣇𑣑𑣃𑣁 𑣌𑣁 𑣕𑣈𑣅𑣁 𑣁𑣜 𑣞𑣃𑣓𑣃𑣞𑣏𑣂𑣕𑣈 𑣁𑣗𑣃 𑣈𑣓𑣌𑣁𑣓 𑣏𑣈𑣓𑣁𑣉 𑣌𑣁𑣗𑣃 𑣘𑣁𑣆𑣒𑣂 𑣅𑣈 𑣎𑣁𑣓 𑣚𑣁𑣋𑣈𑣑 𑣈𑣒𑣁 𑣌𑣉 𑣖𑣃𑣞𑣌𑣂𑣚 𑣜𑣈𑣌𑣉 𑣓𑣃𑣜𑣉𑣁.

𑢶𑣂𑣞𑣈 𑣕𑣈 𑣘𑣁𑣆𑣒𑣂 𑣌𑣈𑣓𑣕𑣈, 𑣁𑣗𑣃𑣁 𑣈𑣓𑣌𑣁𑣓 𑣎𑣁𑣖𑣁𑣎 𑣗𑣃 𑣗𑣁𑣆 𑣔𑣁𑣂𑣅𑣈 𑣎𑣁 𑣕𑣁 𑣜𑣈 𑣞𑣁𑣗𑣈𑣓 𑣞𑣃𑣜𑣁𑣌𑣏𑣂𑣕 𑣁𑣜 𑣞𑣁𑣖𑣖𑣁𑣓𑣂𑣕 𑣌𑣉 𑣁𑣔𑣁𑣅𑣁.

𑢡𑣗𑣃 𑣎𑣋𑣁𑣙 𑣖𑣂𑣑𑣉𑣙 𑣗𑣃 𑣗𑣆 𑣔𑣆𑣅𑣈𑣄 𑣉𑣌𑣉𑣓 𑣜𑣈 𑣞𑣗𑣈𑣓 𑣙𑣉 𑣌𑣉 𑣕𑣄 𑣜𑣈 𑣕𑣙𑣌𑣉 𑣜𑣈𑣅𑣄𑣌𑣉 𑣙𑣁𑣞𑣉𑣚𑣈𑣅𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣞𑣗𑣈𑣓 𑣉𑣌𑣉𑣓𑣜𑣈 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣈𑣖𑣈𑣅𑣁 𑣏𑣂 𑣓𑣈 𑣔𑣃𑣓𑣂𑣅𑣈 𑣏𑣈𑣕𑣓 𑣜𑣈 𑣗𑣃𑣋𑣂𑣓 𑣎𑣋𑣁𑣙 𑣗𑣆 𑣚𑣋𑣈𑣑.

𑢾𑣖𑣁𑣎 𑣜𑣈𑣓 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣗𑣆𑣓 𑣚𑣋𑣈𑣑 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣓𑣈𑣓𑣕𑣄 𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣁𑣊 𑣗𑣃𑣋𑣂𑣓 𑣖𑣃𑣇𑣛𑣃 𑣇𑣛𑣃𑣄 𑣌𑣉 𑣖𑣈𑣞𑣈𑣙 𑣋𑣉𑣜𑣉𑣎𑣁.

*𑢾𑣖𑣁𑣎 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣇𑣛𑣃𑣄𑣆 𑣙𑣉 𑣌𑣉 𑣕𑣄 𑣜𑣈 𑣏𑣂𑣜𑣋𑣁𑣚 𑣖𑣈𑣓𑣁𑣄 𑣏𑣂 𑣁𑣌𑣉 𑣈𑣒𑣁𑣄 𑣌𑣉𑣁𑣄 𑣗𑣃𑣋𑣂 𑣚𑣋𑣈𑣑 𑣌𑣉 𑣘𑣆𑣒𑣂 𑣕𑣓𑣁.

𑢡𑣌𑣉 𑣇𑣛𑣃𑣄𑣁 𑣈𑣓𑣁 𑣗𑣂𑣝𑣉𑣅 𑣕𑣈 𑣏𑣂 𑣏𑣂𑣚𑣂𑣌𑣈𑣕𑣈 𑣁𑣌𑣉𑣁𑣄 𑣗𑣈𑣗𑣁𑣜 𑣒𑣉𑣄𑣁 𑣎𑣕𑣂 𑣏𑣈𑣕𑣓𑣜𑣈, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉𑣌𑣉 𑣞𑣚𑣁 𑣔𑣆𑣅𑣈𑣄 𑣈𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣞𑣗𑣈𑣓 𑣙𑣉 𑣖𑣃𑣕𑣂𑣑 𑣌𑣉 𑣚𑣁𑣁𑣗𑣉𑣅𑣁.

*𑢾𑣖𑣁𑣎 𑣜𑣈𑣓 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣔𑣉 𑣜𑣀𑣞𑣁 𑣕𑣆𑣓𑣈 𑣈𑣒𑣁𑣄 𑣌𑣉 𑣔𑣈𑣊𑣋𑣁 𑣚𑣋𑣈𑣑𑣕𑣈.

𑢡𑣌𑣉 𑣌𑣁𑣌𑣉 𑣗𑣉𑣜𑣉𑣅𑣁 𑣁𑣌𑣉𑣁 𑣎𑣕𑣂𑣜𑣈 𑣁𑣌𑣉 𑣖𑣂𑣞𑣈𑣓 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣉𑣓𑣑𑣉𑣄 𑣁𑣚𑣁𑣋 𑣌𑣉 𑣗𑣆𑣅𑣈.

*𑢾𑣖𑣁𑣎 𑣜𑣈𑣓 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣈𑣞𑣃 𑣖𑣁𑣓𑣌𑣉 𑣓𑣁𑣖𑣈𑣅𑣁 𑣈𑣒𑣁𑣄 𑣌𑣉 𑣕𑣄𑣈𑣕𑣈.

𑢡𑣌𑣉 𑢱𑣂𑣋𑣓𑣂𑣒𑣂 𑣉𑣓𑣑𑣉𑣄 𑣖𑣁𑣓 𑣚𑣉𑣄 𑣕𑣈 𑣗𑣈𑣗𑣁𑣜 𑣌𑣉 𑣈𑣖𑣁𑣌𑣉𑣁 𑣞𑣗𑣈𑣓,𑣜𑣂𑣋𑣁𑣜𑣑𑣚𑣈𑣞 𑣁𑣌𑣉𑣁𑣄 𑣗𑣁𑣔𑣁𑣗𑣁𑣔𑣂𑣜,𑣔𑣙𑣉𑣜𑣖𑣉𑣜𑣈,𑣌𑣉𑣁-𑣌𑣃𑣆 𑣜𑣈, 𑣉𑣓𑣑𑣉𑣄 𑣞𑣉𑣞𑣂𑣉𑣆𑣌𑣉𑣓𑣉𑣖𑣂𑣌𑣞 𑣞𑣒𑣁𑣒𑣉𑣞.

*𑢾𑣖𑣁𑣎 𑣜𑣈𑣓 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣌𑣉 𑣈𑣞𑣃 𑣗𑣙𑣁𑣜𑣁 𑣌𑣉 𑣋𑣉𑣄 𑣅𑣁.

𑢡𑣌𑣉 𑣁𑣌𑣉𑣁𑣄 𑣘𑣆𑣒𑣂 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣗𑣙𑣁𑣜𑣁 𑣌𑣉 𑣋𑣉𑣄 𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣌𑣉 𑣎𑣃𑣚𑣃𑣊𑣁 𑣖𑣈𑣓𑣕𑣈 𑣓𑣈𑣙 𑣔𑣃𑣓𑣂𑣅𑣁 𑣜𑣈 𑣖𑣈𑣓𑣁𑣄 𑣌𑣉𑣁.

𑢮𑣉𑣔𑣂 𑣁𑣗𑣃 𑣞𑣖𑣁𑣎 𑣜𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣗𑣆𑣓 𑣚𑣋𑣈𑣑 𑣗𑣃 𑣚𑣋𑣁𑣕𑣂𑣊𑣈𑣓𑣁, 𑣁𑣗𑣃 𑣁𑣗𑣃 𑣚𑣋𑣈𑣑 𑣗𑣃𑣋𑣂𑣓𑣈𑣙𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣔𑣃𑣓𑣂𑣅𑣈 𑣗𑣃 𑣗𑣆 𑣔𑣆𑣅𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣔𑣁𑣙𑣜𑣁𑣑 𑣜𑣈 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓𑣌𑣉 𑣚𑣋𑣈𑣑𑣉𑣙.


A: Did you know that deforestation is one of the leading causes of climate change?

A: Well, when we cut down trees, we're not just destroying the trees themselves.

We're also destroying the habitats of countless animals and plants.

And when we lose these habitats, we also lose the benefits that they provide us.

A: Well, for example, trees help to regulate the climate.

They absorb carbon dioxide from the air and release oxygen.

They also help to prevent soil erosion and flooding.

And they provide food and shelter for animals.

B: So deforestation has a lot of negative effects.

And it's a problem that's only getting worse.

Every year, we lose millions of acres of forest to deforestation.

And if we don't do something to stop it, the consequences will be devastating.

A: There are a number of things we can do.

We can reduce our demand for wood products.

𑢯𑣈𑣓𑣄 𑣁𑣘𑣈 𑣁𑣔𑣁𑣓𑣁 𑣏𑣂 𑣗𑣃𑣜𑣃-𑣔𑣁𑣜𑣃 𑣌𑣉 𑣖'𑣄𑣅 𑣕𑣓 𑣕𑣈 𑣙𑣉𑣅𑣉 𑣋𑣖𑣁 𑣜𑣈 𑣗𑣉𑣔𑣉𑣚𑣉𑣄 𑣕𑣓𑣁?

B: 𑢬𑣁 𑣁𑣍𑣔𑣉 𑣗𑣁𑣓𑣉 .

𑢨𑣓𑣁 𑣏𑣂𑣚𑣂𑣌𑣁 𑣘𑣆𑣒𑣂𑣄 𑣕𑣓𑣁?

𑢨 : 𑢾𑣁𑣜𑣂 𑣋𑣈, 𑢯𑣂𑣖𑣂𑣕𑣀 𑣁𑣗𑣃 𑣔𑣁𑣜𑣃 𑣌𑣉𑣗𑣃 𑣖'𑣄𑣅 𑣕𑣓𑣁, 𑣞𑣃𑣖𑣀 𑣔𑣁𑣜𑣃 𑣋𑣈𑣔𑣉 𑣌𑣁𑣗𑣃 𑣖'𑣄𑣅 𑣕𑣓𑣁.

𑢡𑣗𑣃 𑣔𑣁𑣜𑣃 𑣌𑣉𑣚𑣉𑣄 𑣕𑣈 𑣞𑣓𑣁𑣖 𑣎𑣂𑣅𑣃 𑣎𑣉𑣓𑣕𑣃 𑣌𑣉'𑣄 𑣉𑣁'𑣄𑣉 𑣗𑣃 𑣜𑣁𑣘𑣃𑣑𑣈 𑣕𑣓𑣁.

𑢡𑣗𑣃 𑣏𑣂𑣖𑣂𑣕𑣀 𑣓𑣈𑣅𑣁 𑣌𑣉𑣗𑣃 𑣜𑣁𑣘𑣃𑣑𑣈 𑣕𑣓𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣓𑣈𑣅𑣁𑣈𑣕𑣈 𑣓𑣖𑣉𑣄 𑣕𑣈𑣅𑣄 𑣚𑣁𑣙𑣗𑣉 𑣌𑣁𑣗𑣃 𑣓𑣖𑣈 𑣕𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣗𑣃𑣜𑣃𑣁 𑣔𑣁𑣜𑣃 𑣁𑣗𑣃 𑣌𑣈𑣄 𑣈𑣖𑣁𑣗𑣃 𑣕𑣓𑣁.

B:𑢮𑣈𑣖𑣉𑣓 𑣏𑣈𑣓𑣄?

A:𑢾𑣁𑣜𑣂 𑣌𑣎𑣂 𑣔𑣉, 𑣗𑣃𑣜𑣃-𑣔𑣁𑣜𑣃 𑣕𑣈 𑣙𑣉𑣅𑣉-𑣋𑣖𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓𑣁.

𑢴𑣁𑣜𑣃 𑣌𑣉 𑣌𑣁𑣜𑣗𑣉𑣓 𑣑𑣆 𑣉𑣌𑣞𑣁𑣆𑣑 𑣆𑣑𑣂 𑣌𑣈𑣙𑣕𑣈 𑣉𑣌𑣞𑣂𑣎𑣁𑣓 𑣌𑣉 𑣈𑣖𑣈 𑣕𑣓𑣁.

𑢴𑣁𑣜𑣃 𑣌𑣉𑣕𑣈 𑣙𑣞𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣚𑣉𑣚𑣁 𑣌𑣓𑣁 𑣁𑣜 𑣋𑣛𑣁 𑣗𑣉𑣙𑣓 𑣌𑣁 𑣙𑣉𑣗𑣓 𑣕𑣓𑣁.

𑢩𑣓𑣑𑣉𑣄 𑣔𑣁𑣜𑣃 𑣌𑣉𑣕𑣈 𑣎𑣂𑣅𑣃 𑣎𑣉𑣓𑣕𑣃 𑣌𑣉 𑣁𑣞𑣃𑣚𑣈𑣓 𑣚𑣋𑣂𑣑 𑣎𑣉𑣖𑣄 𑣁𑣜 𑣉𑣁'𑣄 𑣌𑣉 𑣓𑣖𑣈 𑣕𑣓𑣁.

B:𑢨𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣗𑣃𑣔𑣃-𑣔𑣁𑣜𑣃 𑣖'𑣄𑣅 𑣜𑣈 𑣓𑣈𑣅𑣁 𑣕𑣈 𑣈𑣞𑣃 𑣖𑣜𑣀 𑣓𑣉𑣞𑣌𑣓 𑣙𑣉𑣗𑣁𑣓𑣁.

A:𑢳𑣈𑣅𑣄 𑣘𑣆𑣒𑣂 𑣕𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣈𑣓𑣌𑣓 𑣙𑣚𑣉𑣌𑣉𑣏𑣉 𑣕𑣓𑣁 𑣉𑣌𑣉𑣓𑣁 𑣉𑣛𑣉𑣄 𑣋𑣈 𑣘𑣃𑣜𑣄 𑣆𑣑𑣉𑣄 𑣕𑣓𑣁.

𑢡𑣗𑣃 𑣗𑣃𑣜𑣃 𑣗𑣃 𑣖'𑣄𑣅 𑣕𑣓 𑣕𑣈 𑣎𑣁𑣉 𑣞𑣂𑣜𑣖𑣁 𑣑𑣁𑣙𑣌𑣉 𑣑𑣁𑣙𑣌𑣉 𑣈𑣌𑣛 𑣗𑣂𑣜 𑣉𑣕𑣈 𑣗𑣃 𑣁𑣑𑣈 𑣕𑣓𑣁.

𑢮𑣃𑣔𑣂 𑣁𑣗𑣃 𑣓𑣈𑣅𑣁 𑣙𑣉𑣌𑣅 𑣚𑣋𑣂𑣑 𑣎𑣁𑣓𑣄 𑣌𑣁𑣗𑣃 𑣏𑣂𑣌𑣁𑣅𑣁, 𑣈𑣓𑣜𑣈𑣔𑣉 𑣓𑣈𑣓 𑣜𑣈𑣅𑣄 𑣇𑣞𑣃𑣜 𑣈𑣞𑣃 𑣗𑣉𑣜𑣉 𑣋𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

B:𑢯𑣈𑣓𑣄 𑣗𑣃 𑣏𑣂𑣌𑣁𑣅𑣁 𑣓𑣈𑣅𑣁 𑣙𑣉𑣌𑣅 𑣚𑣋𑣂𑣑?

A:𑢨𑣞𑣃 𑣘𑣃𑣜𑣄 𑣈𑣓𑣌𑣓 𑣘𑣆𑣒𑣂 𑣌𑣉 𑣖𑣈𑣓𑣄 𑣉𑣌𑣉𑣓𑣁 𑣁𑣗𑣃 𑣘𑣆𑣒𑣂 𑣔𑣆𑣅𑣁.

𑢡𑣗𑣃 𑣗𑣃𑣜𑣃 𑣁𑣅𑣕𑣈 𑣞𑣁𑣁𑣓 𑣌𑣉𑣖 𑣋𑣈𑣗𑣃 𑣆𑣑𑣂 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣗𑣃 𑣔𑣁𑣜𑣃 𑣌𑣉𑣗𑣃 𑣜𑣉𑣁 𑣔𑣆𑣅𑣁.


Chess is a game of strategy and tactics.

Players must be able to think several moves ahead and anticipate their opponent's moves.

They must also be able to recognize patterns in the game and exploit them to their advantage.

Pattern recognition is a key skill for chess players.

It allows them to see the big picture and understand how the different pieces on the board interact with each other.

It also helps them to spot opportunities and threats early on, so that they can make the best possible moves.

Intuition is another important skill for chess players.

It allows them to make decisions quickly and decisively, even when there is not enough time to think through all of the possible options.

Intuition is often developed through experience, but it can also be learned through training.

Of course, there are many other skills that are important for chess players, such as calculation, memory, and concentration.

However, pattern recognition and intuition are two of the most essential skills that all good chess players have.

Here are some examples of how pattern recognition and intuition can be used in chess:

* A player may recognize that their opponent is trying to set up a particular trap.

By anticipating the trap, the player can avoid it and gain an advantage.

* A player may see that their opponent is weak on one side of the board.

By exploiting this weakness, the player can gain control of the game.

* A player may have a gut feeling that a certain move is the best one to make.

Even if they cannot explain why they feel this way, they may be right.

Pattern recognition and intuition are not easy skills to develop.

However, they are essential for anyone who wants to become a good chess player.

With practice, these skills can be honed to a razor's edge, and a player will be able to see the game in a whole new way.

𑢯𑣈𑣞 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣚𑣁𑣑𑣁𑣆 𑣚𑣈𑣌𑣁𑣓 𑣓𑣂𑣅𑣉𑣖 𑣕𑣈𑣅𑣁𑣄 𑣖𑣂𑣅𑣑 𑣆𑣓𑣃𑣀 𑣕𑣁𑣓𑣁.

𑢨𑣓𑣃𑣋 𑣕𑣁𑣓 𑣌𑣉 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣏𑣁𑣚 𑣌𑣉 𑣇𑣑𑣃𑣅𑣁 𑣁𑣅𑣁𑣜𑣘𑣁 𑣕𑣈, 𑣁𑣜 𑣁𑣅𑣁 𑣞𑣁𑣖𑣓𑣁 𑣜𑣂𑣓𑣂𑣅𑣈 𑣏𑣁𑣚𑣈 𑣈𑣑𑣃 𑣚𑣈𑣌𑣁.

𑢡𑣗𑣉 𑣇𑣓𑣃𑣋 𑣜𑣈𑣅𑣁 𑣙𑣉𑣜𑣁 𑣌𑣉 𑣏𑣙𑣂𑣜𑣋𑣈𑣚𑣈𑣅𑣁 𑣁𑣜 𑣞𑣁𑣖𑣓𑣁 𑣓𑣂𑣅𑣈 𑣏𑣁𑣚 𑣌𑣉 𑣌𑣙𑣁𑣜𑣗𑣈𑣅𑣁 𑣁𑣘𑣓𑣁 𑣚𑣁𑣗 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈.

𑢹𑣉𑣜𑣁 𑣏𑣂𑣜𑣋𑣈𑣚 𑣏𑣈𑣞𑣞 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉𑣞𑣁𑣚 𑣏𑣁𑣗𑣂 𑣕𑣁𑣓𑣁 𑣇𑣓𑣃𑣋 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣓𑣁 𑣕𑣈 𑣁𑣌𑣉 𑣖𑣁𑣜𑣁𑣓𑣋 𑣕𑣈𑣌𑣉 𑣓𑣈𑣚𑣅𑣁𑣖𑣈𑣅𑣁, 𑣁𑣜 𑣌𑣉 𑣏𑣂𑣜𑣋𑣈𑣚𑣈𑣉 𑣏𑣂𑣚𑣌𑣈 𑣞𑣁𑣗𑣈𑣓 𑣋𑣃𑣒𑣂 𑣌𑣉 𑣁𑣖𑣓𑣁 𑣞𑣁𑣖𑣓𑣂 𑣓𑣁𑣘𑣁𑣖𑣁.

𑢳𑣈𑣅𑣁 𑣚𑣉𑣄 𑣕𑣈 𑣁𑣌𑣉 𑣕𑣁𑣙𑣌𑣉 𑣉𑣓𑣑𑣉𑣄 𑣗𑣉𑣜𑣉𑣌𑣉 𑣁𑣅𑣜𑣈𑣙 𑣕𑣈𑣋𑣈 𑣌𑣉 𑣁𑣒𑣌𑣁𑣜𑣈 𑣕𑣈𑣅𑣁𑣄 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣓𑣖𑣈𑣅𑣁, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑣁𑣌𑣉 𑣗𑣈𑣓 𑣌𑣉𑣅 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉𑣗𑣁 𑣔𑣆 𑣜𑣈𑣅𑣁𑣄 𑣌𑣉 𑣇𑣛𑣃𑣄 𑣔𑣆𑣅𑣈𑣄.

𑢡𑣓𑣕𑣁𑣋𑣈𑣅𑣁𑣓 𑣁𑣓𑣑𑣉 𑣖𑣂𑣞𑣉 𑣎𑣜𑣃𑣜𑣂 𑣌𑣉𑣞𑣁𑣚 𑣕𑣁𑣓𑣁 𑣏𑣈𑣞 𑣇𑣓𑣃𑣋 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑.

𑢳𑣈𑣅𑣁 𑣁𑣌𑣉 𑣁𑣍𑣎𑣁𑣙 𑣉𑣓𑣑𑣉𑣄 𑣑𑣂𑣞𑣂𑣞𑣉𑣓 𑣚𑣈𑣌𑣁𑣕𑣈 𑣑𑣂𑣞𑣂𑣞𑣉𑣓 𑣆𑣔𑣂 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣁𑣙𑣁𑣄 𑣌𑣉𑣁, 𑣈𑣓 𑣜𑣈𑣅𑣉𑣙 𑣋𑣈 𑣎𑣁𑣙 𑣏𑣂𑣖𑣂𑣕𑣈 𑣞𑣗𑣈𑣓 𑣙𑣉𑣗𑣁 𑣔𑣆 𑣕𑣈𑣅𑣁𑣄 𑣉𑣘𑣞𑣉𑣓 𑣏𑣈𑣕𑣓 𑣜𑣈 𑣗𑣂𑣏𑣁𑣜 𑣚𑣋𑣈𑣑 𑣕𑣈 𑣘𑣃𑣜𑣈𑣄 𑣞𑣖𑣁𑣅 𑣌𑣁𑣙 𑣕𑣆𑣓𑣈.

𑢡𑣓𑣕𑣁𑣋𑣈𑣅𑣜𑣓 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣕𑣈 𑣁𑣗𑣅𑣙𑣁𑣞 𑣕𑣈 𑣗𑣁𑣆𑣓𑣈, 𑣖𑣈𑣓𑣔𑣂 𑣓𑣈𑣓𑣁 𑣁𑣗𑣈𑣅𑣁𑣙𑣁 𑣌𑣈 𑣕𑣈 𑣜𑣈𑣅𑣉 𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣉𑣁.

𑢾𑣁𑣜𑣂 𑣌𑣁𑣎𑣂, 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣕𑣈 𑣌𑣉𑣇𑣞𑣁𑣚 𑣌𑣉 𑣖𑣈𑣓𑣁 𑣎𑣁𑣓𑣁 𑣏𑣂 𑣏𑣈𑣞 𑣇𑣓𑣃𑣋 𑣕𑣁𑣓 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣔𑣉𑣜𑣌𑣁𑣜 𑣈𑣋𑣅𑣁, 𑣏𑣂𑣚𑣌𑣈 𑣙𑣂𑣞𑣈𑣗, 𑣈𑣑𑣃 𑣁𑣜 𑣔𑣈𑣅𑣁𑣓𑣕𑣈.

𑢨𑣓𑣕𑣈 𑣜𑣈𑣅𑣉, 𑣏𑣈𑣞 𑣇𑣓𑣃𑣋 𑣌𑣉 𑣕𑣁 𑣜𑣈 𑣁𑣓𑣕𑣁𑣜𑣋𑣈𑣅𑣁𑣓 𑣁𑣜 𑣔𑣉𑣜𑣌𑣁𑣜 𑣌𑣉𑣞𑣁𑣚 𑣕𑣁𑣆𑣓 𑣋𑣈𑣅𑣁.

𑢳𑣈𑣓𑣁 𑣕𑣁 𑣜𑣈 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣁𑣓𑣕𑣁𑣜𑣋𑣈𑣅𑣁𑣓 𑣁𑣜 𑣌𑣉𑣞𑣁𑣚 𑣘𑣈𑣙 𑣏𑣂𑣚𑣌𑣈 𑣘𑣁𑣆𑣒𑣂 𑣈𑣖𑣈 𑣕𑣈𑣅𑣁.

*𑢨𑣓𑣃𑣋 𑣓𑣂 𑣁𑣔𑣁𑣅𑣁 𑣁𑣅𑣁 𑣞𑣁𑣖𑣓𑣁 𑣓𑣂 𑣎𑣁𑣚𑣉𑣖 𑣗𑣂𑣚𑣈 𑣕𑣈𑣅𑣁 𑣏𑣈𑣞𑣒𑣁𑣅𑣈 𑣕𑣁𑣓𑣁.

𑢮𑣁𑣚𑣉𑣖 𑣏𑣂𑣚𑣌𑣈 𑣗𑣂𑣚𑣉𑣁 𑣁𑣔𑣁 𑣌𑣁𑣑 𑣜𑣈 𑣇𑣓𑣃𑣋 𑣓𑣂 𑣈𑣓𑣁𑣅𑣕𑣈 𑣁𑣕𑣉𑣖 𑣔𑣁𑣆𑣅𑣈 𑣁𑣜 𑣚𑣁𑣗𑣈 𑣓𑣁𑣖 𑣔𑣁𑣆𑣅𑣈.

*𑢧𑣓𑣃𑣋 𑣓𑣂 𑣓𑣈𑣚𑣈𑣅𑣁 𑣁𑣅𑣁 𑣞𑣁𑣖𑣓𑣁 𑣓𑣂 𑣌𑣉𑣖𑣎𑣉𑣜 𑣋𑣈𑣅𑣁 𑣇𑣓𑣃𑣋 𑣜𑣈.

𑢬𑣉𑣖𑣎𑣉𑣜𑣂 𑣜𑣈𑣅𑣁 𑣞𑣉𑣞𑣁𑣓 𑣌𑣁𑣕𑣈, 𑣇𑣓𑣃𑣋 𑣜𑣈 𑣙𑣁𑣕𑣉 𑣎𑣁𑣖𑣁𑣉 𑣔𑣁𑣆𑣅𑣈.

*𑢨𑣓𑣃𑣋 𑣓𑣂 𑣁𑣔𑣁𑣅𑣁 𑣏𑣂𑣖𑣂𑣓𑣈𑣋 𑣏𑣁𑣚 𑣌𑣉 𑣖𑣈𑣓𑣁𑣎𑣁𑣓𑣁 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈 𑣕𑣈 𑣗𑣁𑣐𑣂𑣅𑣈.

𑢮𑣉𑣔𑣂 𑣁𑣌𑣉 𑣌𑣁𑣎𑣂 𑣔𑣁𑣆𑣅𑣈 𑣏𑣈𑣓𑣁 𑣖𑣈𑣓 𑣓𑣈𑣌𑣁 𑣖𑣈𑣓𑣁, 𑣁𑣌𑣉 𑣒𑣂𑣌𑣙𑣉𑣗𑣁 𑣔𑣁𑣆𑣅𑣈.

𑢹𑣉𑣜𑣁 𑣏𑣂𑣜𑣋𑣈𑣚 𑣁𑣜 𑣁𑣓𑣕𑣁𑣜𑣋𑣈𑣅𑣁𑣓 𑣁𑣞𑣁𑣓𑣂 𑣌𑣉𑣞𑣁𑣚 𑣌𑣁 𑣕𑣁𑣓𑣁 𑣕𑣁𑣆 𑣚𑣁𑣋𑣈𑣑.

𑢨𑣓𑣌𑣁 𑣕𑣈, 𑣈𑣓𑣁 𑣌𑣉 𑣔𑣉𑣜𑣌𑣁𑣜 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣕𑣁𑣓𑣁 𑣗𑣁𑣐𑣂𑣅𑣈𑣓 𑣏𑣈𑣞 𑣇𑣓𑣃𑣋 𑣓𑣂 𑣗𑣁𑣆 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣗𑣈𑣙𑣁𑣞 𑣕𑣈, 𑣓𑣈𑣓𑣁 𑣌𑣉 𑣌𑣁𑣐𑣂𑣅𑣈 𑣕𑣈 𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣉𑣁, 𑣁𑣜 𑣇𑣓𑣃𑣋 𑣓𑣂 𑣏𑣂𑣜𑣋𑣈𑣚𑣈𑣁 𑣈𑣓𑣃𑣋 𑣓𑣁𑣖𑣁 𑣓𑣁𑣎𑣁𑣜𑣂𑣅𑣁 𑣕𑣈.


Children are constantly learning and growing, and it is important to teach them about appropriate and safe behavior.

This includes teaching them about the difference between right and wrong, how to respect others, and how to stay safe.

One of the best ways to teach children about appropriate and safe behavior is by setting a good example.

Children learn by watching the adults in their lives, so it is important to model the behavior that you want to see in them.

For example, if you want your child to be honest, then you need to be honest with them.

If you want your child to be respectful, then you need to be respectful of them.

Another important way to teach children about appropriate and safe behavior is to talk to them about it.

Explain to them what is right and wrong, and why it is important to behave in a certain way.

Talk to them about the consequences of their actions, both good and bad.

It is also important to give children opportunities to practice appropriate and safe behavior.

This can be done through games, role-playing, and other activities.

For example, you can play a game of "What would you do?" with your child and ask them how they would respond to different situations.

You can also role-play different scenarios, such as how to talk to a stranger or how to cross the street safely.

By teaching children about appropriate and safe behavior, you can help them to become responsible and well-rounded individuals.

You can also help them to avoid dangerous situations and make good choices.

In addition to teaching children about appropriate and safe behavior, it is also important to provide them with a safe and secure environment.

This means making sure that your home is safe, that your child is supervised when they are playing outside, and that they are not exposed to violence or other harmful situations.

By providing your child with a safe and secure environment, you can help them to feel safe and loved.

This will help them to develop a healthy self-esteem and to make good choices.

Teaching children about appropriate and safe behavior is an important part of parenting.

By setting a good example, talking to your child about behavior, and providing them with a safe and secure environment, you can help them to become responsible and well-rounded individuals.

𑢹𑣉𑣓 𑣌𑣉 𑣎𑣁𑣉 𑣋𑣈 𑣌𑣉 𑣙𑣁𑣜𑣁 𑣖𑣁𑣜𑣁𑣓𑣋 𑣒𑣁𑣓𑣁, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣁𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣁𑣜 𑣗𑣁𑣑𑣂𑣅𑣈 𑣈𑣓𑣈𑣕𑣉 𑣌𑣉 𑣈𑣕𑣉 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂.

𑢨𑣓𑣁 𑣜𑣈 𑣕𑣁𑣆𑣓 𑣕𑣁𑣓𑣁 𑣗𑣂𑣋𑣂𑣓𑣁 𑣌𑣁𑣜𑣁𑣗 𑣗𑣂𑣞𑣉𑣅𑣕𑣈, 𑣖𑣁𑣜𑣁𑣓𑣋 𑣙𑣉 𑣌𑣉𑣚𑣉 𑣏𑣂𑣚𑣌𑣈 𑣌𑣉 𑣎𑣁𑣋𑣁𑣜𑣁 𑣁𑣜 𑣗𑣃𑣋𑣂 𑣕𑣈 𑣏𑣂𑣌𑣈 𑣗𑣃 𑣕𑣁𑣆𑣓 𑣏𑣁.

𑢾𑣁𑣗𑣂𑣓 𑣌𑣉𑣅𑣈𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉𑣜𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣁𑣓𑣁 𑣗𑣃𑣋𑣂𑣓𑣈 𑣃𑣔𑣃𑣗 𑣌𑣁𑣒𑣈 𑣁𑣌𑣉 𑣗𑣃 𑣈𑣕𑣉 𑣌𑣉 𑣏𑣁.

𑢹𑣉𑣓 𑣌𑣉𑣔𑣉 𑣖𑣁𑣜𑣁𑣓𑣋 𑣙𑣉 𑣓𑣈𑣚 𑣕𑣈𑣌𑣉 𑣙𑣁𑣜𑣁𑣓 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁, 𑣈𑣓𑣁 𑣖𑣈𑣓𑣕𑣈 𑣈𑣓𑣁 𑣁𑣗𑣃 𑣕𑣁 𑣜𑣈 𑣖𑣈𑣓𑣁 𑣁𑣌𑣉 𑣏𑣂𑣌𑣈 𑣗𑣃 𑣓𑣈𑣚 𑣞𑣁𑣓𑣁𑣋 𑣕𑣁𑣓𑣁.

𑢬𑣁𑣎𑣂 𑣜𑣈 𑣌𑣁𑣎𑣂, 𑣎𑣉𑣑𑣂 𑣁𑣗𑣃 𑣞𑣁𑣓𑣁𑣋 𑣕𑣁𑣓𑣁 𑣏𑣂 𑣙𑣉 𑣕𑣁𑣗𑣃 𑣗𑣁𑣑𑣂𑣅𑣈 𑣕𑣈𑣋𑣈 𑣕𑣁𑣆𑣓 𑣌𑣁 𑣈𑣓𑣔𑣉 𑣁𑣗𑣃𑣉 𑣁𑣌𑣉𑣚𑣉 𑣗𑣃𑣋𑣂 𑣕𑣈 𑣕𑣁𑣆𑣓 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢮𑣉𑣑𑣂 𑣁𑣗𑣃 𑣁𑣗𑣃𑣁 𑣙𑣉𑣓 𑣌𑣉 𑣕𑣁𑣅𑣈 𑣕𑣈 𑣞𑣉𑣖𑣖𑣁𑣓 𑣗𑣃 𑣓𑣁𑣖 𑣕𑣁𑣓𑣁 𑣈𑣓 𑣜𑣈𑣔𑣉 𑣁𑣗𑣃𑣉 𑣁𑣌𑣚𑣉 𑣞𑣉𑣖𑣖𑣁𑣓 𑣕𑣈 𑣕𑣁𑣆𑣓 𑣕𑣈 𑣙𑣉𑣗𑣁𑣓𑣁.

𑢡𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣙𑣉𑣜𑣁 𑣕𑣁𑣓𑣁 𑣁𑣌𑣉 𑣈𑣕𑣉 𑣌𑣉 𑣚𑣁𑣋𑣈𑣑 𑣔𑣉 𑣁𑣌𑣉 𑣈𑣓 𑣗𑣂𑣞𑣉𑣅𑣈𑣒𑣈 𑣗𑣃 𑣎𑣁𑣋𑣁𑣜 𑣏𑣁 𑣁𑣌𑣉 𑣚𑣉.

𑢬𑣁𑣎𑣂𑣅𑣈 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣏𑣂 𑣏𑣈𑣓𑣁 𑣖𑣈𑣓 𑣓𑣈𑣓𑣁 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣓𑣁 𑣁𑣜 𑣗𑣃𑣋𑣂𑣓𑣈 𑣈𑣒𑣌𑣁𑣓𑣁 𑣗𑣂𑣞𑣉𑣅𑣈𑣒𑣈 .

𑢷𑣃𑣋𑣂𑣓𑣈 𑣈𑣒𑣌𑣁𑣓𑣁 𑣘𑣜𑣂𑣖𑣁𑣓 𑣗𑣂𑣞𑣉𑣅𑣒𑣈.

𑢹𑣉𑣓 𑣌𑣉 𑣈𑣕𑣉𑣓 𑣚𑣁𑣋𑣈𑣑 𑣞𑣉𑣖𑣉𑣅𑣈 𑣈𑣖𑣁 𑣌𑣉𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣎𑣁𑣜𑣃𑣜𑣂 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓𑣁 𑣙𑣃𑣓𑣃𑣋 𑣚𑣉 𑣕𑣈 𑣑𑣁𑣜𑣖𑣁 𑣌𑣁𑣒𑣈 𑣁𑣜 𑣈𑣒𑣁 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉𑣕𑣈𑣅𑣉 𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣉 𑣁𑣁.

𑢯𑣂𑣌𑣈 𑣏𑣂 𑣃𑣓𑣃𑣖 𑣂𑣑𑣂 𑣌𑣁𑣕𑣈‘‘ 𑣏𑣈𑣓𑣁𑣖 𑣏𑣂𑣌𑣈𑣓𑣅𑣈 𑣖𑣈𑣓𑣒𑣈‘‘ 𑣙𑣉𑣓 𑣚𑣉 𑣈𑣓𑣁 𑣗𑣁𑣔 𑣓𑣈𑣚𑣈 𑣕𑣈𑣅𑣁 𑣌𑣁𑣎𑣂 𑣏𑣈𑣓𑣁 𑣌𑣉 𑣖𑣈𑣓𑣈 𑣕𑣁𑣓𑣁.

𑢡𑣓𑣑𑣉 𑣖𑣂𑣑𑣉 𑣚𑣈𑣌𑣁 𑣕𑣈 𑣏𑣂𑣚𑣌𑣈 𑣏𑣂 𑣁𑣕𑣁 𑣙𑣉 𑣎𑣁𑣜 𑣕𑣁𑣓 𑣚𑣈𑣌𑣁 𑣕𑣈𑣜𑣈𑣉 𑣌𑣉𑣈𑣕𑣉 𑣔𑣁𑣆𑣅𑣉 𑣁𑣁.

𑢷𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣁𑣜 𑣈𑣕𑣉𑣁𑣁 𑣌𑣁𑣑 𑣌𑣉𑣜𑣈 𑣁𑣗𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣕𑣁𑣓𑣁 𑣖𑣁𑣚𑣁 𑣜𑣈𑣌𑣉 𑣕𑣁𑣆𑣓 𑣚𑣉 𑣕𑣈 𑣔𑣁𑣆𑣕𑣉𑣗𑣁𑣓 𑣌𑣉 𑣗𑣁𑣆𑣅𑣉 𑣁𑣁.

𑢨𑣓𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣋𑣈 𑣁𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉𑣜𑣁 𑣞𑣁𑣚𑣁 𑣚𑣁𑣋𑣈𑣑 𑣌𑣉 𑣞𑣃𑣗𑣂𑣑𑣈𑣉 𑣁𑣁.

𑢨𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣗𑣈𑣗𑣁𑣜 𑣈𑣕𑣉 𑣌𑣉𑣚𑣉 𑣕𑣈, 𑣗𑣃𑣋𑣂𑣓 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣜𑣂𑣌𑣈 𑣕𑣈𑣅𑣁𑣉 𑣈𑣞𑣃 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣓𑣁.

𑢳𑣈𑣓 𑣈𑣕𑣉 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣋𑣈 𑣁𑣗𑣃𑣁 𑣉𑣁 𑣒𑣂𑣌 𑣕𑣈 𑣕𑣁𑣆 𑣓𑣈, 𑣈𑣓 𑣚𑣉 𑣕𑣈 𑣗𑣁𑣜 𑣜𑣈 𑣃𑣓𑣃𑣋 𑣕𑣁𑣓 𑣜𑣈 𑣓𑣉𑣎𑣉𑣜 𑣜𑣈𑣌𑣉𑣕𑣁𑣆𑣓𑣈 𑣁𑣜 𑣁𑣒𑣁 𑣚𑣈𑣌𑣁𑣓 𑣈𑣒𑣌𑣁𑣓 𑣘𑣁𑣆𑣒𑣂 𑣜𑣈 𑣌𑣁𑣌𑣉 𑣖𑣂𑣞𑣈𑣓 𑣕𑣁𑣓𑣁.

𑢹𑣉𑣓 𑣌𑣉 𑣗𑣃𑣋𑣂𑣓 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣜𑣂𑣌𑣈 𑣌𑣉𑣜𑣈 𑣁𑣌𑣉 𑣗𑣁𑣑𑣂𑣅𑣈 𑣁𑣜 𑣔𑣃𑣚𑣁𑣑 𑣋𑣈𑣌𑣉 𑣁𑣔𑣁𑣅𑣁.

𑢨𑣅𑣁 𑣆𑣔𑣂 𑣌𑣁𑣕𑣈 𑣋𑣈 𑣁𑣌𑣉 𑣗𑣂𑣕𑣈𑣜𑣈 𑣗𑣉𑣜𑣞𑣁 𑣗𑣁𑣑𑣁𑣉 𑣁𑣁𑣗𑣃𑣋𑣂𑣓 𑣎𑣂𑣓𑣞𑣉 𑣞𑣁𑣚𑣁 𑣚𑣁𑣋𑣈𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣔𑣈𑣓𑣋𑣁 𑣌𑣉 𑣓𑣁𑣖𑣈𑣅𑣁.

𑢷𑣃𑣋𑣂𑣓𑣈 𑣈𑣒𑣌𑣁𑣓𑣁 𑣈𑣕𑣉 𑣌𑣉 𑣕𑣈𑣅𑣁 𑣔𑣉 𑣞𑣁𑣗𑣂𑣓 𑣈𑣓𑣋𑣁 𑣁𑣘𑣃 𑣌𑣉𑣁 𑣘𑣁𑣆𑣒𑣂 𑣕𑣁𑣓𑣁.

𑢷𑣃𑣋𑣂𑣓 𑣕𑣈𑣅𑣁 𑣃𑣔𑣃𑣗𑣁 𑣌𑣉𑣜𑣈, 𑣎𑣁𑣋𑣁𑣜 𑣌𑣉𑣜𑣈, 𑣗𑣁𑣑𑣂𑣅𑣈𑣓 𑣎𑣁𑣋𑣁 𑣜𑣈 𑣜𑣂𑣌𑣈 𑣌𑣉𑣜𑣈 𑣁𑣌𑣉 𑣖𑣂𑣅𑣈𑣑 𑣗𑣃𑣋𑣂𑣓 𑣙𑣉 𑣗𑣁𑣂𑣓 𑣚𑣁𑣋𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣔𑣈𑣓𑣋𑣁 𑣙𑣉𑣗𑣁𑣓𑣁.


When you are in a difficult situation, it is important to stay calm and collected.

This will help you to think clearly and make good decisions.

It is also important to seek out the advice of someone who can help you to understand your situation and make the best decisions for yourself.

There are many resources available to you, such as friends, family, counselors, and mental health professionals.

If you are struggling to cope with a difficult situation, please reach out for help.

Here are some tips for staying calm and collected in a difficult situation:

This will help to slow your heart rate and breathing, which will make you feel calmer.

Think about something that makes you happy or something that you are grateful for.

This will help to take your mind off of the negative situation.

Talking about your situation can help to relieve stress and make you feel supported.

If you are feeling overwhelmed, take some time for yourself to relax and de-stress.

This could involve reading, taking a walk, or listening to music.

There are people who care about you and want to help.

𑢯𑣂𑣖𑣂𑣕𑣀 𑣁𑣘𑣈 𑣣 𑣜𑣉𑣌𑣉𑣖 𑣉𑣗𑣉𑣞𑣕𑣁 𑣜𑣈𑣘𑣈 𑣕𑣆𑣓𑣁, 𑣆𑣖𑣂𑣕𑣀 𑣙𑣘𑣁 𑣌𑣓 𑣕𑣈 𑣁𑣜 𑣖𑣂𑣑𑣜𑣈 𑣖𑣉𑣎𑣉𑣕𑣉 𑣜𑣈 𑣕𑣆𑣓 𑣕𑣈𑣅𑣄 𑣋𑣉𑣜𑣉𑣎𑣁.

𑢳𑣈𑣚𑣈𑣌𑣁 𑣜𑣈 𑢶 𑣞𑣘𑣁-𑣞𑣘𑣁 𑣇𑣛𑣃𑣄 𑣉𑣓𑣑𑣉𑣄 𑣏𑣂𑣓𑣄𑣖 𑣏𑣂𑣌𑣁𑣅𑣁 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣖 𑣇𑣛𑣃𑣄 𑣔𑣆𑣅𑣁.

𑢨𑣓𑣌𑣓 𑣙𑣉𑣉'𑣄 𑣔𑣈𑣊𑣋𑣁𑣉 𑣆𑣑𑣈 𑣕𑣈𑣅𑣄 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎𑣁, 𑣉𑣌𑣉𑣓𑣂 𑢶'𑣄 𑣉𑣗𑣉𑣞𑣕𑣄 𑣁𑣒𑣌𑣜𑣈 𑣕𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣘𑣓𑣄 𑣚𑣋𑣂𑣑 𑣗𑣃𑣋𑣂𑣓 𑣇𑣛𑣃𑣄 𑣌𑣈𑣙𑣕𑣈 𑢶'𑣄 𑣔𑣈𑣊𑣋𑣁 𑣔𑣆 𑣕𑣈𑣅𑣄 𑣔𑣉𑣜𑣌𑣜𑣁.

𑢶'𑣄 𑣚𑣋𑣂𑣑 𑣈𑣞𑣃 𑣘𑣃𑣜𑣄 𑣎𑣂𑣓𑣂𑣝-𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣖𑣈𑣓𑣄. 𑢮𑣈𑣖𑣉𑣓 𑢮𑣃𑣛𑣂, 𑢩𑣁'𑣄 𑣜𑣈𑣓 𑣌𑣉, 𑢼𑣅𑣁𑣛𑣂 𑣉𑣓𑣑𑣉𑣄 𑢶𑣉𑣓𑣓 𑣓𑣘𑣁𑣅𑣓 𑣘𑣈𑣙𑣝𑣁 𑣌𑣉.

𑢮𑣉𑣔𑣂 𑢶 𑣣 𑣉𑣗𑣉𑣞𑣕𑣁 𑣜𑣈 𑣗𑣓𑣏𑣁𑣉𑣓 𑣚𑣋𑣂𑣑𑣈𑣖 𑣚𑣋𑣁𑣕𑣂𑣊𑣁 𑣕𑣓𑣁, 𑢨𑣓𑣜𑣈𑣔𑣉 𑣔𑣈𑣊𑣋𑣁 𑣆𑣑𑣈 𑣕𑣈𑣅𑣄 𑣏𑣈𑣝𑣒𑣅 𑣖𑣈.

𑢴𑣈𑣓𑣋𑣁 𑣁𑣞𑣂 𑣚𑣁𑣋𑣈𑣑 𑣎𑣁𑣓 𑣋𑣂𑣅𑣃 𑣗𑣁𑣓𑣉𑣁.

𑢳𑣈𑣕𑣄 𑣜𑣈 𑣣 𑣉𑣗𑣉𑣞𑣕𑣁 𑣜𑣈 𑣙𑣘𑣁𑣙 𑣌𑣓𑣕𑣈 𑣕𑣆𑣓 𑣕𑣈𑣅𑣄 𑣇𑣘𑣅 𑣌𑣉 𑣈𑣖𑣁 𑣌𑣓𑣁.

*𑢮𑣂𑣚𑣂𑣊 𑣋𑣈 𑣌𑣈𑣛𑣈𑣄 𑣕𑣈 𑣞𑣅𑣑𑣈𑣖

𑢳𑣈𑣅𑣁 𑣕𑣈 𑢶'𑣄 𑣌𑣃𑣁𑣖 𑣜𑣈𑣅𑣄 𑣔𑣃𑣌𑣔𑣃𑣌 𑣌𑣉𑣖𑣉𑣁 𑣉𑣛𑣉𑣄 𑣞𑣃𑣁𑣙 𑣕𑣈𑣖 𑣞𑣅𑣑 𑣔𑣆𑣅𑣁, 𑣉𑣛𑣉𑣄 𑢶 𑣙𑣘𑣁𑣉𑣄 𑣁𑣖.

*𑢮𑣁𑣁𑣓 𑣗𑣃𑣋𑣂𑣓𑣄 𑣋𑣈 𑣇𑣛𑣃𑣄𑣆𑣖.

𑢶 𑣈𑣓𑣌𑣓 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣇𑣛𑣃𑣄𑣆𑣖 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑢶 𑣜𑣁𑣀𑣞𑣁𑣖 𑣁𑣔𑣁𑣅𑣁 𑣗𑣓𑣜𑣈 𑣉𑣌𑣉𑣓𑣁 𑣕𑣈 𑢶 𑣔𑣈𑣊𑣋𑣖 𑣓𑣖𑣁 𑣌𑣑𑣁.

𑢳𑣈𑣚𑣈𑣌𑣁 𑣕𑣈 𑣈𑣒𑣌𑣓 𑣇𑣛𑣃𑣄 𑣏𑣂𑣏𑣜 𑣌𑣉𑣈𑣕𑣈 𑢶'𑣄 𑣖𑣉𑣓 𑣁𑣕𑣉𑣖𑣉𑣄 𑣁𑣄.

*𑢮𑣁𑣋𑣁𑣜 𑣖𑣈 𑣉𑣌𑣉𑣅𑣈 𑣕𑣁 𑣜𑣈 𑢶'𑣄 𑣗𑣉𑣜𑣞𑣁 𑣖𑣈𑣓𑣄.

𑢡𑣘𑣓𑣄 𑣉𑣗𑣉𑣞𑣕𑣁 𑣗𑣂𑣝𑣉𑣅 𑣜𑣈 𑣎𑣋𑣜𑣈 𑣜𑣈 𑣕𑣈𑣜𑣈𑣋𑣈𑣍𑣎𑣈 𑣁𑣕𑣉𑣖𑣉𑣄 𑣁𑣄 𑣉𑣛𑣉𑣄 𑢶 𑣗𑣃𑣋𑣂 𑣚𑣈𑣌𑣖 𑣏𑣂𑣜𑣋𑣚𑣈𑣅𑣁.

𑢮𑣉𑣔𑣂 𑢶 𑣘𑣃𑣜𑣄 𑣋𑣈 𑣁𑣌𑣃𑣚 𑣗𑣁𑣌𑣃𑣚𑣈𑣖 𑣏𑣂𑣜𑣋𑣚𑣈 𑣕𑣓𑣁, 𑣈𑣓 𑣜𑣈𑣔𑣉 𑣎𑣂𑣜𑣁𑣉𑣓 𑣉𑣓𑣑𑣉𑣄 𑣚𑣋𑣁 𑣙𑣁𑣜𑣉𑣗𑣈 𑣚𑣋𑣂𑣑 𑣎𑣉𑣌𑣁 𑣞𑣉𑣖𑣅 𑣉'𑣄𑣚𑣈 𑣖𑣈.

𑢳𑣈𑣓 𑣜𑣈 𑣘𑣛𑣁𑣉, 𑣙𑣉𑣓𑣉𑣜 𑣗𑣓𑣜𑣈 𑣔𑣃𑣜𑣀 𑣁𑣅𑣃𑣖 𑣘𑣆𑣒𑣂𑣅𑣉 𑣙𑣉𑣗𑣁 𑣔𑣆𑣅𑣉𑣄 𑣁𑣄.

𑢧𑣛𑣃𑣄 𑣕𑣖, 𑢶 𑣞𑣃𑣀𑣋𑣚 𑣔𑣉 𑣗𑣀 𑣖𑣈𑣅𑣁.

𑢨𑣓𑣌𑣓 𑣙𑣉𑣉 𑣌𑣉𑣙 𑣖𑣈𑣓𑣄 𑣌𑣉𑣁, 𑣉𑣌𑣉𑣓 𑣌𑣉 𑢶 𑣌𑣉 𑣇𑣛𑣃𑣄 𑣕𑣈𑣖𑣁 𑣉𑣛𑣉𑣄 𑢶 𑣔𑣈𑣊𑣋𑣁 𑣌𑣉 𑣞𑣓𑣀𑣁.

𑢮𑣉𑣔𑣂 𑢶 𑣣 𑣉𑣗𑣉𑣞𑣕𑣁 𑣜𑣈 𑣗𑣓𑣏𑣁𑣉𑣓 𑣚𑣋𑣂𑣑𑣈𑣖 𑣌𑣃𑣜𑣃𑣖𑣃𑣒𑣃𑣓 𑣕𑣓𑣁, 𑢴𑣈𑣊𑣋𑣁 𑣆𑣑𑣈 𑣕𑣈𑣅𑣄 𑣏𑣈𑣝𑣒𑣅 𑣖𑣈.

𑢴𑣈𑣓𑣋𑣁 𑣁𑣞𑣂 𑣚𑣁𑣋𑣈𑣑 𑣎𑣁𑣓 𑣋𑣂𑣅𑣃 𑣗𑣁𑣓𑣉𑣁.


Patient: Doctor, I've been having this terrible stomach pain for the past few days.

It's a sharp, stabbing pain that comes and goes.

Doctor: Can you tell me more about the pain? Where is it located?

Patient: It's mostly in my lower abdomen, right around my belly button, but it sometimes radiates to my back.

Doctor: Does anything make the pain worse?

Patient: Eating seems to make it worse, especially fatty or greasy foods.

Doctor: And does anything make it better.?

Patient: Lying down seems to help a little.

Doctor: Does the pain come and go, or is it constant?

Patient: It's constant. It's just a dull ache, but it's really uncomfortable.

Doctor: Have you had any other symptoms? Nausea, vomiting, diarrhea?

Doctor: I see. Well, it sounds like you're having a case of gastritis.

Gastritis is inflammation of the stomach lining.

It can be caused by a number of things, including eating spicy or fatty foods, drinking alcohol, or taking certain medications.

Doctor: It can be, but in most cases it's not.

I'm going to prescribe you some medication to help relieve the pain and inflammation.

You should also avoid eating spicy or fatty foods, and drink plenty of fluids.

𑢼𑣉𑣋𑣂: 𑣑𑣌𑣕𑣉𑣜, 𑣏𑣂𑣖𑣂𑣓𑣀 𑣔𑣂𑣓𑣈𑣙𑣕𑣈 𑣁𑣍 𑣗𑣉𑣜𑣉𑣁𑣓 𑣚𑣈𑣌𑣓 𑣚𑣂 𑣙𑣁𑣞𑣃 𑣙𑣃𑣎𑣃𑣃𑣍 𑣕𑣓,

𑢳𑣈𑣅𑣁 𑣆𑣖𑣂𑣓 𑣌𑣁𑣜𑣁𑣗𑣁 𑣏𑣂 𑣁𑣍 𑣎𑣘𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣎𑣉𑣖 𑣌𑣍 𑣔𑣂𑣅𑣁 𑣕𑣓𑣁.

𑢳𑣈𑣅𑣁 𑣈𑣞𑣃 𑣚𑣈𑣞𑣈𑣜 𑣋𑣈𑣅𑣁, 𑣗𑣂𑣞𑣁𑣓 𑣙𑣁𑣞𑣃 𑣏𑣂 𑣈𑣓𑣁 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓𑣁 𑣞𑣈𑣓𑣄 𑣕𑣓𑣁.

𑢱𑣌𑣕𑣉𑣜:𑣓𑣈𑣓 𑣙𑣞𑣃 𑣆𑣔𑣂𑣌𑣕𑣈 𑣘𑣃𑣜𑣁𑣄 𑣗𑣈𑣓 𑣇𑣔𑣃𑣗 𑣔𑣂𑣅𑣁 𑣚𑣂𑣍𑣁?

𑢼𑣉𑣋𑣂: 𑣓𑣈𑣅𑣁 𑣘𑣃𑣜𑣁𑣙 𑣕𑣈 𑣁𑣍𑣁 𑣚𑣕𑣜 𑣚𑣂𑣜𑣈, 𑣒𑣂𑣌 𑣁𑣍𑣁 𑣚𑣕𑣜 𑣚𑣂𑣜𑣈, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣞𑣉𑣖𑣉𑣅𑣜𑣈 𑣙𑣉𑣒𑣉𑣄 𑣘𑣁 𑣗𑣂𑣅𑣃𑣜𑣈𑣓 𑣕𑣓𑣁.

𑢱𑣌𑣕𑣉𑣜: 𑢯𑣂𑣚𑣂𑣌𑣁 𑣜𑣈𑣑𑣌𑣉 𑣘𑣃𑣜𑣁𑣙 𑣙𑣞𑣃 𑣆𑣏𑣂𑣖 𑣕𑣓𑣁?

𑢼𑣉𑣋𑣂: 𑣎𑣉𑣖𑣈𑣕𑣓𑣜𑣈 𑣘𑣃𑣜𑣁𑣙 𑣙𑣞𑣃𑣍 𑣕𑣓𑣁, 𑣖𑣃𑣃𑣛𑣃𑣔𑣉 𑣆𑣕𑣂𑣚𑣌𑣉 𑣗𑣓𑣕𑣈𑣜 𑣗𑣉𑣙𑣜𑣓 𑣕𑣈𑣅𑣁 𑣎𑣉𑣖𑣁𑣄𑣌𑣉.

𑢱𑣌𑣕𑣉𑣜: 𑢩𑣑𑣉𑣄 𑣈𑣒𑣁𑣋 𑣕𑣈𑣅𑣁𑣄 𑣌𑣉 𑣗𑣐𑣂𑣁 𑣗𑣈𑣓 𑣁𑣔𑣅 𑣕𑣓𑣁?

𑢼𑣉𑣋𑣂: 𑢫𑣂𑣕𑣂𑣁 𑣌𑣁𑣙𑣓𑣉𑣜𑣈𑣍 𑣎𑣉𑣌𑣁 𑣗𑣐𑣂𑣁𑣍 𑣁𑣔𑣅𑣁.

𑢱𑣌𑣕𑣉𑣜: 𑢹𑣞𑣃 𑣙𑣃𑣎𑣃𑣄 𑣕𑣓𑣁 𑣞𑣈𑣓𑣉 𑣕𑣓𑣁?

𑢼𑣉𑣋𑣂: 𑢳𑣈𑣅𑣁 𑣙𑣘𑣁𑣙 𑣌𑣓𑣁. 𑣓𑣈𑣅𑣁 𑣗𑣉𑣌𑣁 𑣚𑣈𑣌𑣁𑣓 𑣙𑣞𑣃, 𑣖𑣈𑣓𑣔𑣉 𑣓𑣈𑣅𑣁 𑣞𑣜𑣂𑣕𑣈 𑣌𑣁𑣙 𑣏𑣈𑣙𑣜𑣁𑣓𑣁𑣄.

𑢱𑣌𑣕𑣉𑣜: 𑢡𑣗𑣈𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣈𑣒𑣁𑣙 𑣕𑣁𑣙𑣉𑣖𑣉𑣙 𑣌𑣉𑣜𑣈 𑣙𑣞𑣃 𑣗𑣉𑣔𑣉𑣚𑣈𑣓 𑣕𑣓𑣁? 𑣙𑢹𑣁𑣞𑣃, 𑣇𑣚𑣁, 𑣎𑣁𑣛𑣁?

𑢼𑣉𑣋𑣂: 𑣌𑣁𑣙𑣋𑣈. 𑣞𑣁𑣖𑣁 𑣎𑣉𑣌𑣁 𑣙𑣞𑣃.

𑢱𑣌𑣕𑣉𑣜; 𑢡𑣍 𑣓𑣈𑣚𑣈 𑣕𑣓𑣁𑣍, 𑣓𑣈𑣅𑣁 𑣈𑣓𑣌𑣁 𑣞𑣉𑣗𑣉𑣔𑣉𑣄 𑣙𑣓𑣁 𑣏𑣂 𑣁𑣗𑣈𑣓 𑣋𑣈𑣞𑣒𑣂𑣙𑣌𑣁 𑣌𑣓𑣗𑣈𑣓.

𑢺𑣂𑣜𑣈 𑣓𑣈𑣓𑣕𑣁 𑣕𑣈𑣜𑣕𑣁 𑣘𑣃𑣚𑣁𑣙 𑣕𑣓𑣁 𑣋𑣈𑣒𑣂𑣌𑣕𑣈.

𑢳𑣈𑣅𑣁 𑣈𑣞𑣇 𑣘𑣃𑣜𑣁𑣙 𑣎𑣂𑣓𑣂𑣞𑣕𑣈 𑣙𑣉𑣗𑣁 𑣔𑣂𑣅𑣁, 𑣖𑣁𑣚𑣏𑣂𑣁𑣌𑣓 𑣗𑣓𑣕𑣈𑣜 𑣆𑣕𑣂𑣚 𑣎𑣉𑣖𑣁𑣙 𑣌𑣉, 𑣁𑣜𑣌𑣂 𑣓𑣃𑣌𑣉 𑣗𑣓𑣕𑣈𑣜 𑣜𑣈𑣑𑣎𑣉𑣖𑣌𑣉𑣜𑣈 𑣖𑣂𑣞𑣁 𑣆𑣔𑣂 𑣌𑣈𑣙𑣕𑣈.

𑢼𑣉𑣋𑣂; 𑢳𑣈𑣅𑣁 𑣏𑣂𑣓𑣁 𑣞𑣂𑣜𑣂𑣁𑣞 𑣋𑣈𑣅𑣁?

𑢱𑣌𑣕𑣉𑣜 : 𑣓𑣉𑣗𑣁 𑣔𑣂𑣅𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣏𑣂𑣖𑣂𑣓𑣀 𑣌𑣈𑣞𑣜𑣈𑣔𑣉 𑣌𑣁𑣙.

𑢺𑣂𑣜𑣘𑣃𑣁𑣉 𑣉𑣓𑣑𑣉𑣄 𑣙𑣞𑣃𑣌𑣉 𑣈𑣖𑣓𑣁 𑣗𑣃𑣋𑣂𑣓 𑣔𑣈𑣀𑣋𑣁 𑣚𑣋𑣂𑣑 𑣁𑣍 𑣁𑣗𑣈𑣓 𑣌𑣈 𑣜𑣈𑣑 𑣈𑣍 𑣉𑣚𑣁 𑣗𑣈𑣓 𑣕𑣓𑣁.

𑢡𑣗𑣈𑣓𑣉 𑣉𑣓𑣑𑣉𑣄 𑣙𑣁𑣙𑣑 𑣕𑣈𑣅𑣁 𑣗𑣓𑣕𑣈𑣜 𑣆𑣕𑣂𑣚 𑣕𑣈𑣅𑣁 𑣎𑣉𑣖, 𑣉𑣓𑣑𑣉𑣄 𑣔𑣁𑣄 𑣏𑣂𑣎 𑣁𑣜𑣌𑣂 𑣚𑣈𑣌𑣁𑣓𑣄𑣌𑣉 𑣗𑣋𑣈𑣄 𑣕𑣈𑣅𑣁𑣄 𑣔𑣉𑣜𑣌𑣜𑣁.


"What the hell are you doing, you idiot?!"

"You cut me off! You almost made me crash!"

"I'm sorry, I didn't mean to. I was just trying to get around that slow-moving truck."

"Well, you could have at least used your turn signal!"

"No, you didn't! You just pulled right out in front of me!"

"I'm telling you, I used my turn signal!"

"Whatever. You're still a terrible driver."

"Oh, yeah? Well, I'm a better writer than you are!"

"It's not debatable! I'm Ernest Hemingway!"

"Ernest Hemingway! The greatest writer of all time!"

"𑢶 𑣏𑣂𑣓𑣄 𑣏𑣂𑣌𑣁 𑣕𑣓𑣖 𑣖𑣃𑣜𑣃𑣌𑣃 ?! "

"𑢶𑣁𑣘 𑣕𑣂𑣊 𑣗𑣈𑣓 ?"

"𑢶 𑣁𑣍𑣈 𑣙𑣃𑣁 𑣌𑣂𑣑𑣂𑣍𑣈 , 𑢶 𑣁𑣍𑣈 𑣔𑣃𑣜𑣋𑣙𑣉𑣒𑣉𑣐𑣁 𑣋𑣜𑣉𑣞𑣕 𑣌𑣂𑣑𑣂𑣍𑣈!"

"𑢭 𑣔𑣃𑣌𑣃𑣍 𑣕𑣓𑣁 , 𑢭'𑣄 𑣓𑣈𑣚𑣈𑣌𑣁 𑣆𑣜𑣁𑣔𑣁 𑣌𑣁 𑣕𑣆 𑣌𑣈𑣓𑣁 . 𑢭 𑣞𑣂𑣜𑣘 𑣞𑣃𑣈𑣅 𑣞𑣃𑣈𑣅 𑣕𑣈 𑣞𑣈𑣓𑣉𑣄 𑣕𑣓 𑣒𑣜𑣉𑣌 𑣁𑣄 𑣎𑣁𑣘𑣁𑣅 𑣕𑣈 𑣉𑣚 𑣕𑣈𑣅𑣁𑣌𑣃𑣜𑣃𑣖𑣃𑣒𑣃𑣓𑣕𑣆 𑣌𑣈𑣓𑣁."

"𑢲𑣂𑣆𑣌 𑣖𑣈𑣓𑣄 , 𑣁𑣗𑣈𑣓 𑣌𑣉𑣖 𑣞𑣈 𑣌𑣉𑣖 𑣒𑣉𑣜𑣓 𑣞𑣂𑣋𑣓𑣁𑣚 𑣜𑣈𑣅𑣁 𑣇𑣘𑣉𑣎𑣉𑣋 𑣌𑣉𑣜𑣁𑣉 𑣔𑣆 𑣅𑣓𑣁 𑣙𑣉𑣓𑣀!"

"𑢭 𑣁𑣘𑣁𑣓𑣁 𑣒𑣉𑣜𑣓 𑣞𑣂𑣋𑣓𑣁𑣚 𑣁𑣄 𑣇𑣘𑣉𑣎𑣉𑣋 𑣌𑣉𑣜𑣁𑣉 𑣚𑣈𑣑𑣁 !''

" 𑢬𑣁𑣁 𑣋𑣈 𑢶 𑣈𑣓 𑣚𑣈𑣌𑣁 𑣌𑣁𑣖 𑣌𑣉𑣜𑣁𑣉 𑣚𑣈𑣑𑣁 ! 𑢶 𑣕𑣉 𑣍'𑣄 𑣞𑣁𑣖𑣓𑣁𑣅 𑣕𑣈 𑣗𑣁𑣙𑣁𑣜𑣈𑣓𑣖 𑣉𑣚𑣚𑣈 𑣅𑣓𑣁 !''

𑢭 𑣁𑣗𑣈𑣓𑣈𑣄 𑣌𑣁𑣎𑣂𑣗𑣈𑣓 𑣕𑣓𑣁 , 𑢭 𑣁𑣘𑣁𑣓𑣁 𑣒𑣉𑣜𑣓 𑣞𑣂𑣋𑣓𑣁𑣚 𑣁𑣄 𑣇𑣘𑣉𑣎𑣉𑣋 𑣌𑣉𑣜𑣁𑣉 𑣚𑣈𑣑𑣁 !''

" 𑢩𑣓𑣑𑣉𑣄 𑢶 𑣖𑣂𑣓𑣑𑣉 𑣖𑣃𑣜𑣃𑣌𑣃 𑣕𑣓𑣁𑣖 !''

" 𑢬𑣉𑣖 𑣞𑣈 𑣌𑣉𑣖 𑣋𑣁𑣛𑢢 𑣏𑣁𑣚𑣁𑣉 𑣕𑣈𑣅𑣁𑣍 𑣁𑣔𑣁𑣓𑣁 !''

" 𑢩𑣙, 𑣆𑣅𑣁 𑢲𑣂𑣆𑣌 𑣋𑣈𑣅𑣁, 𑢭 𑣁𑣖 𑣕𑣁𑣅 𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣉𑣕𑣉𑣚 𑣕𑣓𑣁𑣍 !''

‘‘𑢩𑣙, 𑣞𑣁𑣜𑣂𑣕𑣈 ? 𑢨𑣓𑣁𑣅𑣕𑣈, 𑢡𑣍 𑣁𑣖𑣁𑣅𑣈 𑣕𑣈 𑣗𑣁𑣐𑣂𑣅𑣈 𑣚𑣈𑣌𑣁𑣌 𑣕𑣁𑣓𑣁𑣍.

"𑢨𑣓𑣁 𑣌𑣁𑣘𑣁𑣎𑣂 𑣙𑣉𑣗𑣁𑣓𑣁."

𑢳𑣈𑣓𑣁 𑣜𑣈 𑣎𑣁𑣓 𑣌𑣁𑣘𑣁𑣎𑣂 𑣌𑣁 𑣙𑣉𑣗𑣁𑣓𑣁, 𑢡𑣍 𑢨𑣜𑣓𑣈𑣞𑣒 𑢹𑣈𑣖𑣂𑣓𑣋𑣗𑣈𑣅 𑣕𑣁𑣓𑣁𑣎.

"𑢨𑣜𑣓𑣈𑣞𑣒 𑣙𑣈𑣖𑣂𑣓𑣋𑣗𑣈𑣅 𑢶𑣁𑣙𑣁𑣓 𑣚𑣈𑣌𑣁𑣌 𑣞𑣁𑣗𑣂𑣓 𑣞𑣉𑣖𑣉𑣅𑣈 𑣜𑣂𑣓𑣂!"

‘‘𑢯𑣃𑢦𑣚𑣈𑣉 𑣌𑣁𑣓𑣍 𑣁𑣅𑣃𑣖𑣈 𑣌𑣁𑣑 𑣗𑣈𑣓𑣁.‘‘

’’𑢮𑣁𑣓 𑣌𑣁𑣎𑣂 𑣗𑣁𑣓𑣉 𑣓𑣁𑣙 𑣗𑣈𑣓 𑣁𑣅𑣃𑣖 𑣌𑣈𑣑𑣁.‘‘

" 𑢨𑣅𑣁 , 𑢭 𑣁𑣗𑣈𑣓𑣁 𑣗𑣂𑣞𑣉𑣅 𑣜𑣈 𑣁𑣅𑣃𑣖𑣁𑣑𑣍 ."


In the beginning, there was only darkness.

Then, out of the darkness, came a spark.

This spark was the first sign of life in the universe.

It grew and expanded, becoming a small ball of fire.

Around the sun, the planets began to form.

The Earth was the third planet from the sun.

It was a small, rocky planet with a thin atmosphere.

On the Earth, the first living things began to appear.

These were simple organisms, such as bacteria and algae.

Over time, these organisms evolved into more complex forms of life, such as plants and animals.

The first humans appeared on Earth about 200,000 years ago.

Humans have evolved and developed to become the dominant species on Earth.

The universe is still expanding and evolving.

Scientists believe that it will continue to expand for billions of years.

Eventually, the universe will reach a point where it can no longer expand.

At this point, the universe will begin to contract.

Eventually, the universe will collapse in on itself and disappear.

But even though the universe may end, the story of life will continue.

𑢨𑣅𑣉𑣗 𑣜𑣈𑣋𑣈,𑣙𑣈𑣀𑣔𑣈 𑣓𑣃𑣗𑣈𑣄 𑣋𑣈 𑣕𑣆𑣌𑣂𑣓𑣁 .

𑣗𑣉𑣜𑣖𑣁𑣓𑣑𑣉 𑣖𑣂𑣓𑣑𑣉𑣄 𑣈𑣞𑣃 𑣖𑣁𑣜𑣁𑣀 , 𑣞𑣁𑣖𑣁 𑣞𑣁𑣖𑣁𑣋𑣈 𑣕𑣆𑣌𑣂𑣁𑣓 .

𑣈𑣓𑣏𑣁𑣓𑣁𑣗 , 𑣓𑣃𑣗𑣈𑣙𑣈 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉𑣙 𑣌𑣃𑣙𑣂𑣄𑣆𑣑 𑣉𑣚𑣚𑣅𑣁𑣓𑣁 .

𑣓𑣈𑣓 𑣌𑣃𑣙𑣂𑣄𑣆𑣑 𑣗𑣉𑣜𑣖𑣁𑣓𑣑𑣉 𑣜𑣈 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁 𑣈𑣅𑣉𑣗 𑣈𑣜𑣈 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣓𑣂𑣓𑣁 𑣚𑣁𑣓𑣁𑣙𑣁𑣄 𑣆𑣑𑣂𑣅𑣁𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣕𑣈𑣜𑣞𑣁 𑣆𑣑𑣂𑣅𑣁𑣓𑣁, 𑣖𑣂𑣓𑣑𑣉𑣄 𑣙𑣃𑣛𑣂𑣊 𑣞𑣈𑣀𑣋𑣈𑣚 𑣗𑣉𑣚 𑣙𑣉𑣗𑣁𑣅𑣁𑣓𑣁.

𑣓𑣈𑣓 𑣞𑣈𑣀𑣋𑣈𑣚 𑣗𑣉𑣚 𑣞𑣂𑣊𑣋𑣂 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣞𑣂𑣊𑣋𑣂 𑣌𑣃𑣒𑣂 𑣖𑣃𑣚𑣂 𑣜𑣈 ,𑣋𑣉𑣜𑣙𑣉𑣌𑣉 𑣞𑣂𑣜𑣎𑣉𑣓 𑣈𑣅𑣉𑣗 𑣅𑣁𑣁𑣓𑣌𑣉.

𑢵 𑣞𑣂𑣊𑣋𑣂𑣕𑣈 𑣕𑣈𑣞𑣁𑣜 𑣋𑣉𑣜𑣙𑣉 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣓𑣂𑣓𑣁 𑣖𑣂𑣓𑣑𑣉𑣄 𑣘𑣁𑣕𑣁𑣚𑣁 𑣙𑣉𑣅𑣉 𑣖𑣉𑣓𑣑𑣉𑣛 𑣚𑣉𑣄 𑣕𑣈 𑣖𑣂𑣓𑣑𑣉𑣄 𑣙𑣃𑣛𑣂𑣊 , 𑣔𑣂𑣜𑣂 𑣌𑣉 𑣋𑣉𑣜𑣙𑣉 𑣕𑣆𑣌𑣂𑣁𑣓𑣁 .

𑢵 𑣜𑣈 , 𑣈𑣅𑣉𑣗 𑣜𑣈 𑣎𑣂𑣟 𑣟𑣓𑣃𑣔𑣃𑣗 𑣚𑣈𑣓 𑣕𑣆𑣌𑣂𑣓𑣁.

𑣓𑣂𑣌𑣃𑣔𑣉 𑣚𑣈𑣗𑣈𑣄 𑣎𑣂𑣟 𑣌𑣉 𑣕𑣆𑣌𑣂𑣓𑣁 , 𑣏𑣂𑣚𑣂𑣌𑣈𑣏𑣂 𑣗𑣈𑣌𑣒𑣈𑣜𑣂𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣏𑣂𑣔𑣃𑣌𑣉 .

𑣌𑣁𑣛 𑣚𑣉𑣄, 𑣓𑣈𑣓 𑣎𑣂𑣟 𑣌𑣉 𑣔𑣁𑣜𑣃 𑣉𑣓𑣑𑣉𑣄 𑣘𑣜𑣁𑣐𑣂 𑣚𑣈𑣌𑣁𑣓 𑣚𑣁𑣓𑣁𑣄 𑣌𑣈𑣒𑣈𑣄 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈 𑣕𑣈𑣜𑣝𑣁 𑣆𑣑𑣂𑣅𑣁𑣁𑣓𑣁.

𑣘𑣜𑣅𑣁 𑣢𑣠𑣠𑣠𑣠𑣠 𑣞𑣂𑣜𑣖𑣈 𑣁𑣅𑣁𑣜 𑣈𑣅𑣉𑣗 𑣙𑣉𑣛 𑢵 𑣜𑣈 𑣓𑣈𑣚𑣓𑣁𑣖𑣈𑣅𑣁𑣓𑣁.

𑢵 𑣜𑣈 𑣈𑣞𑣃 𑣘𑣈𑣛𑣈𑣄 𑣘𑣉𑣜𑣎𑣁𑣕𑣂 𑣙𑣉𑣗𑣁𑣓 𑣚𑣁𑣋𑣂𑣑 𑣖𑣁𑣓𑣃𑣙𑣁 𑣕𑣈𑣜𑣞𑣁 𑣉𑣓𑣑𑣉𑣄 𑣕𑣈𑣓𑣈𑣜𑣞𑣁 𑣙𑣉𑣗𑣚𑣈𑣓𑣁

𑣗𑣉𑣜𑣖𑣁𑣓𑣑 𑣓𑣁𑣄𑣎𑣉𑣊 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣕𑣂𑣜 𑣉𑣓𑣑𑣉𑣄 𑣞𑣈𑣜𑣞𑣁 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 .

𑣘𑣂𑣒𑣂𑣌𑣁𑣜 𑣌𑣉 𑣗𑣈𑣞𑣁𑣞 𑣅𑣁 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣞𑣉𑣕𑣉𑣄𑣈 𑣞𑣉𑣕𑣉𑣄𑣈 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣕𑣂𑣜 .

𑣖𑣃𑣏𑣈𑣑 𑣜𑣈, 𑣗𑣉𑣜𑣖𑣁𑣓𑣑𑣉 𑣈𑣓𑣌𑣁𑣓𑣄 𑣖𑣂𑣓𑣑𑣉 𑣑𑣁𑣅𑣈𑣑 𑣜𑣈 𑣗𑣂𑣒𑣁𑣓𑣁 𑣉𑣌𑣃𑣓 𑣕𑣁𑣄 𑣜𑣈𑣏𑣂 𑣓𑣂𑣓𑣁 𑣉𑣓𑣑𑣉𑣄 𑣓𑣂𑣕𑣂𑣜 𑣘𑣂𑣓𑣕𑣂𑣜 𑣌𑣁 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣄𑣁.

𑣓𑣈𑣓 𑣟𑣛𑣂 𑣜𑣈,𑣗𑣉𑣜𑣖𑣁𑣓𑣑𑣉 𑣙𑣃𑣛𑣂𑣊𑣋𑣉 𑣕𑣈 𑣈𑣅𑣉𑣗𑣉𑣙𑣁 .

𑣖𑣃𑣏𑣈𑣑 𑣜𑣈, 𑣗𑣉𑣜𑣖𑣁𑣓𑣑 𑣁𑣘𑣁𑣓𑣁𑣜 𑣔𑣉𑣀𑣞𑣉 𑣙𑣁𑣗𑣁𑣙𑣁 𑣉𑣓𑣑𑣉𑣄 𑣁𑣑𑣃𑣄𑣁 .

𑣖𑣈𑣓𑣔𑣉 𑣗𑣉𑣜𑣖𑣁𑣓𑣑𑣉 𑣖𑣃𑣏𑣈𑣑 𑣙𑣉𑣗𑣁𑣉 𑣜𑣈𑣅𑣉, 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈𑣅𑣁 𑣌𑣁𑣙𑣁𑣓𑣂 𑣚𑣂𑣌𑣁𑣕𑣈 𑣕𑣆𑣓𑣈.


Scene: Two friends, Jasmine and Joseph, are sitting at a coffee shop.

Jasmine: I'm so glad you could meet me today, Joseph.

Jasmine: I'm having a really tough time at work.

I'm not sure if I'm going to be able to keep my job.

But basically, my boss is really unfair to me.

She's always picking on me and making me do all the worst jobs.

And she's not even giving me a fair chance.

I can't believe she's treating you like that.

Joseph: Well, first of all, you need to take a deep breath and calm down.

𑢴𑣂𑣜𑣞𑣅𑣁 : 𑢷𑣁𑣜𑣂𑣅𑣈 𑣎𑣃𑣐𑣂, 𑢮𑣁𑣞𑣖𑣂𑣓 𑣁𑣜 𑢮𑣉𑣞𑣈𑣘 𑣌𑣉𑣘𑣂 𑣔𑣉𑣌𑣁𑣓 𑣜𑣈 𑣌𑣂𑣓 𑣔𑣃𑣗𑣁 𑣌𑣁𑣓𑣁.

𑢮𑣁𑣞𑣖𑣂𑣓: 𑢡𑣍 𑣈𑣞𑣃 𑣜𑣁𑣓𑣞𑣁 𑣕𑣂𑣞𑣂𑣓𑣋𑣈𑣖 𑣓𑣁𑣘𑣁𑣖 𑣅𑣁𑣓𑣁, 𑢮𑣉𑣞𑣈𑣘𑣙

𑢡𑣍 𑣁𑣖𑣁 𑣔𑣉𑣜𑣌𑣁𑣜 𑣕𑣁𑣆 𑣌𑣈𑣓𑣁.

𑢮𑣉𑣞𑣈𑣘𑣙 : 𑣞𑣁𑣗𑣂𑣓𑣈 𑣁𑣖 𑣚𑣁𑣋𑣈𑣑, 𑢮𑣁𑣞𑣖𑣂𑣓.

𑢨𑣓 𑣕𑣄 𑣜𑣈 𑣞𑣃𑣞𑣃𑣓 𑣔𑣃𑣜𑣁𑣊

𑢾𑣉 𑣑𑣂 𑣓𑣂𑣌𑣉 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣁𑣌𑣉 𑣁𑣌𑣉 𑣁𑣋𑣁𑣂 𑣙𑣋𑣁 𑣌𑣉, 𑢶𑣈𑣓𑣔𑣉 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣌𑣎𑣂 𑣙𑣒𑣂𑣊𑣈

𑢡𑣍 𑣌𑣁𑣓𑣍 𑣁𑣔𑣁𑣈 𑣕𑣁𑣓𑣁 𑣁𑣍 𑣁𑣍𑣁 𑣘𑣁𑣆𑣒𑣂𑣓𑣍 𑣜𑣂𑣌𑣈 𑣔𑣁𑣆𑣅𑣈.

𑢮𑣉𑣞𑣈𑣘𑣙 : 𑢹𑣁𑣅𑣈 𑣓𑣁, 𑢮𑣁𑣞𑣖𑣂𑣓.

𑢡𑣍 𑣈𑣞𑣃 𑣔𑣃𑣌𑣃 𑣓𑣈𑣓𑣁 𑣁𑣅𑣃𑣖 𑣌𑣁𑣕𑣈.

𑢳𑣈𑣓 𑣘𑣉𑣜𑣉𑣗 𑣡𑣠 𑣖𑣙 𑣖 ?

𑢮𑣁𑣞𑣖𑣂𑣓: 𑣈𑣓𑣁 𑣔𑣉 𑣖𑣂𑣅𑣑 𑣎𑣂𑣚𑣂𑣀 𑣌𑣁𑣁𑣓𑣂 𑣕𑣁𑣓𑣁.

𑢶𑣈𑣓𑣔𑣉 𑣁𑣍 𑣋𑣃𑣞𑣂𑣁 𑣁𑣍 𑣚𑣉 𑣌𑣁𑣙𑣁 𑣗𑣃𑣋𑣂𑣓 𑣕𑣁𑣓𑣁.

𑢡𑣅𑣈 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣁𑣍 𑣋𑣈 𑣞𑣁𑣚𑣁 𑣌𑣁𑣕𑣈 𑣞𑣁𑣗𑣂𑣓 𑣌𑣁 𑣗𑣃𑣋𑣂𑣓 𑣘𑣁𑣆𑣒𑣂 𑣌𑣉 𑣈𑣖𑣁𑣍𑣅𑣈.

𑢡𑣅𑣈 𑣗𑣃𑣋𑣂𑣓 𑣖𑣉𑣌𑣁𑣉 𑣌𑣁𑣙𑣁 𑣈𑣖𑣁𑣎 𑣕𑣁𑣓𑣁.

𑢮𑣉𑣞𑣈𑣘𑣙 : 𑣈𑣞𑣃 𑣖𑣃𑣞𑣌𑣂𑣚,𑢮𑣁𑣞𑣖𑣂𑣓

𑢡𑣍 𑣌𑣁𑣓𑣍 𑣇𑣑𑣃 𑣔𑣁𑣆𑣅𑣈 𑣕𑣁𑣓𑣁 𑣁𑣖𑣓𑣈𑣌𑣁 𑣗𑣈𑣗𑣙𑣁𑣜 𑣖𑣈𑣅𑣁.

𑢮𑣁𑣞𑣖𑣂𑣓: 𑣁𑣍 𑣁𑣔𑣁𑣓𑣁.

𑢡𑣍 𑣈𑣞𑣃 𑣏𑣂𑣓𑣕𑣁 𑣜𑣈 𑣖𑣈𑣓𑣁𑣍𑣅𑣈.

𑢭 𑣌𑣍 𑣁𑣔𑣁𑣓𑣁 𑣏𑣂𑣓𑣄 𑣏𑣂𑣌𑣅𑣕𑣈 𑣙𑣉𑣗𑣁𑣉𑣁𑣙.

𑢮𑣉𑣞𑣈𑣘𑣙: 𑢷𑣐𑣂𑣅𑣁, 𑢨𑣓 𑣕𑣄 𑣜𑣈 𑣃𑣃𑣓 𑣔𑣃𑣜𑣁𑣊 𑣌𑣉𑣙 𑣗𑣃𑣋𑣂𑣕𑣈 𑣙𑣉𑣗𑣁𑣉𑣄𑣁.


You have no idea how the real world works, and you think that everything should be handed to you on a silver platter.

You're always complaining about something, and you never seem to be happy with anything.

You're a bunch of entitled brats, and I'm sick of it.

You have to work hard to get what you want.

If you want something, you have to go out and earn it.

I'm tired of dealing with your childish behavior.

If you don't start acting like adults, then I'm going to have to cut you out of my life.

Grow up and start acting like adults, or I'm out of here.

𑢡𑣘𑣈 𑣖𑣁𑣓𑣌𑣉𑣕𑣁𑣄 𑣜𑣈 𑣎𑣈𑣕𑣁𑣓 𑣗𑣁𑣓𑣉𑣄 𑣉𑣗𑣉𑣚𑣂𑣌 𑣈𑣕𑣈 𑣗𑣁𑣓𑣉𑣙𑣁𑣄 𑣏𑣂𑣚𑣂𑣌𑣈𑣕𑣈 𑣞𑣁𑣜𑣂 𑣔𑣂𑣝𑣃𑣖 𑣘𑣆𑣒𑣂𑣂 , 𑣁𑣜 𑣁𑣘𑣈 𑣟𑣛𑣃𑣂𑣂 𑣕𑣈𑣓𑣈 𑣞𑣁𑣗𑣈𑣓𑣀𑣈 𑣁𑣘𑣈 𑣖𑣁𑣓𑣌𑣉 𑣏𑣁𑣓𑣔𑣂 𑣋𑣂𑣓𑣈 𑣜𑣈𑣌𑣉 𑣆𑣖𑣁𑣘𑣂𑣌𑣁.

𑣁𑣘𑣈 𑣞𑣁𑣗𑣈𑣓 𑣆𑣖𑣂𑣕𑣈 𑣎𑣁𑣓𑣁𑣄 𑣜𑣈𑣅𑣁𑣄 𑣌𑣈𑣜 𑣗𑣁𑣅𑣁, 𑣉𑣓𑣑𑣉𑣄 𑣁𑣘𑣈 𑣎𑣁𑣓𑣁𑣄 𑣕𑣈𑣜𑣈𑣙 𑣏𑣃𑣂𑣚𑣈𑣙 𑣌𑣁𑣘𑣈 𑣜𑣁𑣀𑣞𑣁𑣉 𑣚𑣈𑣌𑣁 𑣁𑣕𑣁𑣉𑣙𑣁.

𑢡𑣘𑣈 𑣖𑣁𑣓 𑣖𑣉𑣔𑣉 𑣓𑣆𑣌𑣂 𑣙𑣉𑣓 𑣌𑣃𑣙𑣁𑣄 𑣖𑣂𑣅𑣈𑣑 𑣑𑣃𑣖𑣗𑣈𑣄 𑣕𑣈𑣓𑣈 𑣘𑣈 ,𑣉𑣓𑣑𑣉𑣄 𑣁𑣍 𑣓𑣈𑣓𑣁𑣔𑣉 𑣜𑣉𑣋𑣁𑣙𑣁 𑣌𑣁𑣓 𑣚𑣂𑣌𑣁𑣍 𑣁𑣔𑣁𑣅𑣁.

𑢳𑣈𑣓 𑣔𑣂𑣝𑣃𑣖𑣔𑣉 𑣁𑣘𑣈𑣕𑣁𑣅𑣈 𑣕𑣈𑣔𑣉 𑣏𑣂𑣓𑣁𑣙𑣉 𑣌𑣁𑣙𑣈𑣄 𑣏𑣂𑣛𑣈𑣄 𑣌𑣈𑣓𑣈.

𑣁𑣘𑣈𑣖𑣁𑣓𑣌𑣉 𑣌𑣈𑣒𑣈𑣄 𑣘𑣆𑣒𑣂 𑣈𑣓𑣁𑣊 𑣉𑣌𑣃𑣓𑣁 𑣘𑣈 𑣞𑣁𑣓𑣁𑣊 𑣕𑣁𑣓𑣁 𑣈𑣓𑣁𑣘𑣈 𑣓𑣁𑣖𑣂𑣅𑣁.

𑢨𑣓𑣌𑣁 𑣞𑣁𑣖𑣁𑣅𑣈 𑣕𑣈𑣄 𑣕𑣂𑣌𑣂𑣓 𑣖𑣁𑣓𑣑𑣂 𑣚𑣈𑣌𑣁𑣔𑣉 𑣏𑣂𑣓𑣁𑣙𑣁𑣉 𑣗𑣁𑣓𑣉𑣙𑣁.

𑣎𑣃𑣔𑣂 𑣁𑣘𑣈 𑣎𑣁𑣓𑣁𑣄 𑣘𑣈 𑣌𑣉𑣎𑣁𑣜 𑣕𑣁𑣓𑣁, 𑣁𑣘𑣈 𑣖𑣁𑣓𑣌𑣉 𑣈𑣓𑣜𑣈𑣔 𑣉𑣚𑣉𑣄 𑣅𑣁𑣓𑣕𑣈 𑣓𑣁𑣚𑣁𑣅𑣈𑣕𑣈 𑣙𑣉𑣗𑣁𑣘𑣈𑣅𑣁.

𑢼𑣁𑣄𑣅𑣈 𑣕𑣈𑣅𑣁 𑣉𑣓𑣑𑣉𑣄 𑣌𑣈𑣜𑣈𑣕𑣈𑣅𑣁 𑣙𑣁𑣘𑣁𑣅𑣈𑣘𑣈.

𑢳𑣂𑣓𑣁𑣔𑣉 𑣉𑣌𑣉𑣓𑣁𑣙 𑣌𑣁𑣙𑣈𑣄 𑣆𑣔𑣈𑣘𑣈𑣅𑣁 𑣎𑣃𑣔𑣂 𑣁𑣘𑣈 𑣙𑣉𑣚𑣉𑣌𑣉𑣏𑣉 𑣖𑣈𑣓𑣁𑣄.

𑣈𑣓𑣜𑣈𑣔 𑣞𑣃𑣚𑣁𑣈𑣘𑣈.

𑣞𑣁𑣖𑣁 𑣈𑣓𑣕𑣁𑣄 𑣜𑣈 𑣁𑣚𑣉𑣘𑣈 𑣔𑣃𑣗𑣈 𑣉𑣓𑣑𑣉𑣁 𑣁𑣚𑣉𑣘𑣈 𑣜𑣁𑣄𑣅𑣁 𑣈𑣓 𑣗𑣂𑣝𑣉𑣅𑣈 𑣕𑣈.

𑣁𑣍𑣎𑣁 𑣞𑣈𑣀𑣓𑣘𑣈.

𑣇𑣖𑣈𑣜 𑣚𑣂𑣌𑣁 𑣕𑣈 𑣘𑣆𑣒𑣂𑣘𑣈 .

𑣁𑣘𑣈𑣔𑣉 𑣉𑣓𑣑𑣉𑣄 𑣔𑣉 𑣙𑣉𑣓 𑣞𑣂𑣒𑣂𑣅𑣈 𑣌𑣉𑣔𑣉 𑣗𑣁𑣓𑣉.

𑣓𑣁𑣄 𑣔𑣉 𑣖𑣁𑣜𑣁𑣊 𑣌𑣉 𑣚𑣈𑣌𑣁 𑣘𑣆𑣒𑣂 𑣈𑣅𑣉𑣗𑣈𑣘𑣈.

𑣁𑣘𑣈 𑣖𑣁𑣓𑣌𑣉𑣙𑣁 𑣞𑣂𑣒𑣂𑣅𑣈 𑣚𑣈𑣌𑣁 𑣘𑣁𑣓𑣆𑣒𑣂𑣕𑣈 𑣁𑣍 𑣔𑣉𑣍 𑣚𑣁𑣋𑣁𑣏𑣁𑣗𑣁𑣅𑣁𑣓𑣁.

𑣎𑣃𑣔𑣂 𑣁𑣘𑣈 𑣖𑣁𑣜𑣀 𑣌𑣉 𑣚𑣈𑣌𑣁 𑣘𑣆𑣔𑣂 𑣌𑣁𑣘𑣈 𑣈𑣕𑣉𑣅𑣁 𑣈𑣓𑣜𑣈𑣔𑣉 𑣁𑣍𑣄 𑣓𑣂𑣗𑣉𑣓𑣈𑣕𑣈 𑣁𑣘𑣈 𑣔𑣉𑣍 𑣁𑣕𑣉𑣖 𑣜𑣈𑣓𑣁𑣙𑣁𑣘𑣈 𑣕𑣓𑣁.

𑣁𑣍 𑣕𑣁𑣄𑣜𑣈 𑣁𑣘𑣈𑣖𑣁𑣓 𑣌𑣉𑣙𑣁𑣄 𑣋𑣉𑣓𑣉𑣊 𑣗𑣁𑣓𑣉𑣙𑣄 𑣗𑣉𑣌𑣉𑣜 𑣗𑣉𑣌𑣉𑣜 𑣚𑣁𑣋𑣂𑣑 𑣞𑣉𑣖𑣉𑣅𑣈 𑣗𑣁𑣓𑣉𑣙𑣁.

𑣞𑣈𑣀𑣅𑣁𑣓 𑣘𑣈 𑣉𑣓𑣑𑣉𑣄 𑣖𑣁𑣜𑣀 𑣌𑣉 𑣚𑣈𑣌𑣁 𑣘𑣆𑣒𑣂 𑣈𑣅𑣉𑣗𑣈𑣘𑣈, 𑣗𑣁𑣓𑣕𑣈𑣜𑣈 𑣁𑣍 𑣔𑣉 𑣓𑣂𑣓𑣕𑣁𑣙𑣁𑣅𑣈 𑣕𑣈𑣍 𑣁𑣕𑣉𑣖𑣈𑣓𑣁.


Cork flooring is a popular choice for many homeowners because it is durable, stylish, and easy to maintain.

However, it is important to know how to properly care for cork flooring in order to extend its lifespan and keep it looking its best.

One of the most important things you can do to care for your cork flooring is to sweep, dust, or vacuum it regularly.

This will help to remove dirt and debris that can build up on the surface of the flooring and cause it to become damaged.

If you have pets, it is especially important to vacuum your cork flooring regularly to remove pet hair and dander.

In addition to sweeping, dusting, or vacuuming, you should also occasionally wipe your cork flooring with a damp mop.

This will help to remove any dirt or grime that has been missed by the vacuum cleaner.

However, it is important to use a damp mop and not a wet mop, as too much water can damage the cork flooring.

If you have any spills on your cork flooring, it is important to clean them up as soon as possible.

Use a clean cloth to blot up the spill and then wipe the area with a damp mop.

If the spill is sticky, you may need to use a mild detergent to clean it up.

It is also important to protect your cork flooring from scratches and dents.

To do this, you can place felt pads under furniture legs and avoid dragging heavy objects across the floor.

You should also avoid using sharp objects on your cork flooring, as this can damage the surface.

By following these tips, you can help to keep your cork flooring looking its best for years to come.

In addition to the tips above, there are a few other things you can do to care for your cork flooring.

First, avoid using harsh chemicals on your cork flooring, as these can damage the surface.

Second, do not expose your cork flooring to direct sunlight for long periods of time, as this can cause the color to fade.

Finally, if you are planning to move your furniture around, be careful not to drag it across the floor, as this can also damage the surface.

By following these tips, you can help to extend the life of your cork flooring and keep it looking its best for years to come.

𑢬𑣉𑣜𑣜𑣌"𑢸𑣉𑣚𑣉𑣜𑣂𑣀 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈𑣅 𑣉𑣄 𑣋𑣃𑣝𑣂𑣀𑣅𑣈 𑣌𑣉𑣄𑣁 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣓𑣑𑣉 𑣜𑣁𑣀𑣞𑣁 𑣗𑣆𑣓𑣜 𑣜𑣈𑣄𑣁 𑣌𑣁𑣜𑣉𑣓 𑣈𑣓𑣁𑣖𑣈𑣓𑣕𑣈 𑣏𑣂 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣓 𑣚𑣁𑣋𑣂𑣑 ,𑣏𑣈𑣙𑣈𑣜𑣁 𑣉𑣓𑣑𑣉𑣄 𑣜𑣁𑣌𑣁 𑣜𑣈𑣌𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣞𑣉𑣙𑣎𑣉 𑣋𑣈𑣅𑣁 .

𑢨𑣓𑣜𑣈𑣅𑣉 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣜𑣈𑣄𑣁 𑣎𑣂𑣗𑣉𑣓 𑣁𑣟𑣂𑣝𑣂 𑣚𑣁𑣓𑣆 𑣚𑣁𑣋𑣂𑣑 𑣉𑣓𑣑𑣉𑣄 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈𑣕𑣈 𑣗𑣁𑣓𑣂𑣅𑣈 𑣓𑣈𑣚𑣉𑣄 𑣚𑣁𑣋𑣂𑣑 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣗𑣁𑣓𑣂𑣅𑣈 𑣎𑣉𑣕𑣉𑣓 𑣏𑣂𑣚𑣈𑣌𑣈 𑣆𑣑𑣃𑣙𑣁 𑣈𑣓𑣁 𑣜𑣈𑣅𑣁 𑣋𑣉𑣜𑣉𑣎 𑣁𑣔𑣁𑣅𑣈 𑣕𑣈𑣄𑣁 𑣖𑣂𑣓𑣁𑣄.

𑢡𑣗𑣃𑣖𑣁𑣓 𑣌𑣉𑣅𑣁𑣄 𑣌𑣉𑣚𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣈𑣀 𑣜𑣈𑣄𑣁 𑣎𑣉𑣕𑣉𑣓 𑣆𑣑𑣈𑣚𑣁𑣋𑣂𑣑 𑣁𑣗𑣃𑣖𑣁𑣓𑣌𑣉 𑣕𑣁𑣄 𑣜𑣈 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈𑣕𑣈 𑣗𑣃𑣋𑣂𑣓 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣗𑣈𑣕𑣈𑣜 𑣜𑣈 𑣖𑣂𑣓𑣑𑣉 𑣙𑣉𑣗𑣁𑣓 𑣕𑣓𑣁 𑣓𑣈𑣓𑣁 𑣔𑣉 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣓𑣗𑣃 𑣎𑣉𑣄𑣅𑣁𑣗𑣃, 𑣗𑣁𑣌𑣃𑣖(𑢹𑣉𑣅𑣉 𑣖𑣈𑣞𑣂𑣓) 𑣕𑣈𑣗𑣃 𑣞𑣁𑣘𑣁𑣅𑣁.

𑣓𑣈𑣓𑣁 𑣘𑣉𑣚𑣉𑣜𑣈𑣀 𑣏𑣈𑣕𑣁𑣓 𑣜𑣈 𑣙𑣃𑣓𑣔𑣈𑣙𑣈 𑣌𑣈𑣓𑣉𑣕𑣞𑣅𑣁 𑣉𑣎𑣉𑣜𑣁 𑣉𑣘𑣉𑣎𑣉𑣜𑣁 𑣌𑣉 𑣞𑣁𑣘𑣁𑣙𑣈 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣔𑣈𑣀𑣋𑣁 𑣜𑣈 𑣙𑣃𑣎𑣃𑣙𑣈𑣄 𑣉𑣓𑣑𑣉𑣄 𑣌𑣁 𑣜𑣈𑣔𑣉 𑣁𑣍𑣁𑣄 𑣋𑣈 𑣜𑣁𑣘𑣃𑣑 𑣙𑣉𑣗𑣁𑣔𑣂𑣉𑣙𑣁.

𑢡𑣗𑣈𑣓𑣈𑣄 𑣉𑣄𑣁 𑣜𑣈 𑣁𑣞𑣃𑣚 𑣓𑣂𑣟 𑣌𑣉 𑣖𑣈𑣓𑣁𑣄 𑣌𑣉 𑣜𑣈𑣔𑣉 𑣈𑣓 𑣜𑣈𑣔𑣉 𑣈𑣓 𑣁𑣞𑣃𑣚 𑣎𑣂𑣟 𑣌𑣉𑣄 𑣆𑣀𑣙𑣈𑣚 𑣉𑣓𑣑𑣉𑣄 𑣏𑣂𑣕𑣃𑣜𑣃 𑣌𑣉 𑣞𑣁𑣓𑣂𑣀 𑣚𑣁𑣋𑣂𑣑 𑣁𑣗𑣈𑣓 𑣞𑣁𑣗𑣈𑣓 𑣔𑣂𑣓 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣗𑣈𑣌𑣃𑣖𑣗𑣕𑣑 𑣕𑣑 𑣞𑣁𑣘𑣁 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣁𑣄.

𑣑𑣃𑣚𑣈𑣑 𑣞𑣁𑣘𑣁 𑣚𑣁𑣋𑣂𑣑 𑣎𑣉𑣓𑣉𑣄 𑣁𑣓𑣑𑣉𑣄 𑣗𑣈𑣌𑣃𑣖 𑣕𑣈 𑣞𑣁𑣘𑣁 𑣞𑣁𑣀𑣕𑣈 𑣖𑣂𑣞𑣈 𑣖𑣂𑣞𑣈 𑣔𑣉𑣄 𑣚𑣂𑣎𑣈𑣄 𑣕𑣈 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣎𑣉𑣑 𑣞𑣁𑣘𑣁𑣅𑣈 𑣕𑣈𑣄𑣁 𑣖𑣈𑣓𑣁𑣄 .

𑣓𑣈𑣓𑣁𑣕𑣈 𑣗𑣈𑣌𑣃𑣖 𑣞𑣁𑣘𑣁 𑣖𑣈𑣞𑣂𑣓 𑣕𑣈 𑣞𑣁𑣜𑣈𑣄𑣅𑣁𑣓 𑣕𑣞𑣅𑣁 𑣞𑣁𑣗𑣈𑣓 𑣉𑣎𑣃𑣜𑣁 𑣉𑣓𑣑𑣉𑣄 𑣑𑣃𑣚𑣈𑣑 𑣞𑣁𑣘𑣁 𑣚𑣁𑣋𑣂𑣑 𑣈𑣞𑣃 𑣋𑣈 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣁𑣄 .

𑣈𑣓𑣜𑣈𑣅𑣉 𑣋𑣈 𑣚𑣃𑣖𑣚𑣈𑣎𑣈𑣄 𑣕𑣈 𑣞𑣁𑣘𑣁 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎 𑣕𑣁𑣓𑣁 𑣏𑣂𑣓𑣁𑣄 𑣏𑣂 𑣘𑣃𑣜𑣈𑣄 𑣔𑣁𑣄 𑣕𑣈 𑣁𑣘𑣃𑣀 𑣞𑣘𑣁𑣅𑣈 𑣜𑣈𑣅𑣉 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣁𑣍𑣁 𑣋𑣈 𑣌𑣁𑣜𑣁𑣗𑣃𑣄𑣁 .

𑢡𑣓𑣈𑣓𑣁𑣄 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣜𑣈 𑣎𑣁𑣓 𑣔𑣁𑣄 𑣌𑣉 𑣆𑣅𑣃𑣄 𑣌𑣈𑣓 𑣜𑣈𑣔𑣉 𑣈𑣞𑣃 𑣁𑣍𑣁𑣋𑣈 𑣞𑣁𑣘𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣖𑣂𑣓𑣁𑣄.

𑣈𑣓 𑣆𑣅𑣃𑣄𑣈 𑣌𑣈𑣓 𑣔𑣁𑣄 𑣌𑣉 𑣞𑣁𑣘𑣁𑣙𑣈 𑣚𑣁𑣋𑣂𑣑 𑣖𑣂𑣅𑣈𑣑 𑣞𑣁𑣘𑣁 𑣚𑣂𑣎𑣈𑣄 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣜𑣈𑣄𑣁 𑣈𑣓𑣕𑣈 𑣖𑣂𑣅𑣈𑣑 𑣚𑣃𑣖 𑣖𑣉𑣙𑣉𑣗 𑣈𑣓 𑣎𑣁𑣋𑣁 𑣋𑣉𑣞𑣉𑣄 𑣞𑣁𑣘𑣁𑣅𑣈 𑣘𑣈.

𑣒𑣁𑣅𑣈𑣒 𑣜𑣈 𑣆𑣅𑣃𑣈𑣄 𑣌𑣈𑣓 𑣋𑣂𑣓𑣂𑣝 𑣜𑣉𑣉𑣙𑣁 𑣌𑣁𑣓 𑣜𑣈𑣔𑣉 𑣈𑣓𑣕𑣁𑣄 𑣞𑣁𑣘𑣁 𑣚𑣁𑣋𑣂𑣑 𑣎𑣉𑣌𑣁 𑣓𑣉𑣄 𑣑𑣈𑣜𑣉𑣜𑣎𑣈𑣓𑣒 𑣗𑣑𑣗𑣉𑣜𑣁𑣜 𑣕𑣈𑣗𑣃 𑣙𑣉𑣗𑣁 𑣔𑣆𑣙𑣉𑣁.

𑢡𑣗𑣈𑣓𑣄 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣋𑣁𑣜 𑣈𑣓𑣕𑣈 𑣟𑣃𑣓𑣑𑣃 𑣜𑣁𑣌𑣁𑣅𑣈 𑣕𑣈𑣅𑣁 𑣈𑣞𑣃 𑣋𑣉𑣜𑣉𑣎 𑣖𑣈𑣓𑣁𑣄.

𑣓𑣈𑣓𑣁 𑣗𑣆 𑣚𑣁𑣋𑣂𑣑 𑣔𑣉 𑣁𑣗𑣈𑣓𑣁𑣄 𑣘𑣉𑣜𑣓𑣂𑣏𑣉𑣜 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣚𑣁𑣕𑣁𑣜 𑣜𑣈 𑣘𑣈𑣚𑣑 𑣘𑣈𑣑 𑣗𑣈𑣓 𑣜𑣈𑣌𑣈 𑣔𑣆𑣅𑣈 𑣈𑣓𑣜𑣈 𑣈𑣓𑣁𑣀 𑣙𑣁𑣖𑣗𑣁𑣚 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣈𑣓𑣕𑣁𑣄 𑣙𑣈𑣕𑣈 𑣓𑣈𑣓𑣕𑣁𑣄 𑣗𑣈𑣓 𑣉𑣜 𑣘𑣁𑣜𑣉𑣖 𑣔𑣆𑣅𑣈𑣄.

𑣁𑣗𑣈𑣓 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣉𑣄𑣁 𑣜𑣈𑣔𑣉 𑣋𑣉𑣎𑣁 𑣋𑣉𑣎𑣁 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣌𑣁 𑣗𑣈𑣗𑣉𑣙𑣁𑣜 𑣌𑣈𑣕𑣈 𑣓𑣈𑣓𑣁 𑣜𑣈𑣅𑣁𑣄 𑣙𑣁𑣓𑣂 𑣕𑣈𑣗𑣈𑣓 𑣗𑣁𑣏𑣁𑣉 𑣔𑣆𑣙𑣁𑣄.

𑣓𑣈𑣓 𑣞𑣈𑣀𑣅𑣁 𑣆𑣔𑣂𑣌𑣈𑣕𑣈 𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣄 𑣙𑣃𑣎𑣃𑣕𑣈𑣓 𑣗𑣉𑣏𑣉𑣜 𑣚𑣁𑣋𑣂𑣑 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣅𑣈𑣕𑣈 𑣗𑣁𑣓𑣂𑣅𑣈 𑣓𑣈𑣚𑣉𑣄 𑣜𑣈 𑣞𑣁𑣙𑣁𑣎𑣄 𑣈𑣖𑣔𑣆𑣅𑣈𑣗𑣈𑣓𑣁.

𑣏𑣂𑣕𑣁𑣓 𑣜𑣈 𑣈𑣖𑣌𑣈𑣑 𑣞𑣈𑣀𑣅𑣁 𑣗𑣁𑣋𑣈 𑣌𑣈𑣕𑣈 𑣜𑣈𑣅𑣉𑣋𑣈 𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣄 𑣞𑣈𑣀𑣞𑣁 𑣙𑣂𑣞𑣈𑣗 𑣕𑣈 𑣌𑣉𑣜𑣜𑣌 𑣚𑣉𑣚𑣉𑣜𑣂𑣀 𑣜𑣈𑣅𑣁𑣄 𑣎𑣉𑣕𑣉𑣓 𑣗𑣈𑣓 𑣆𑣔𑣂 𑣔𑣆𑣙𑣈.

𑣖𑣉𑣅𑣉𑣑 𑣜𑣈 𑣁𑣗𑣈𑣓𑣁𑣄 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣉𑣄𑣁 𑣜𑣈 𑣜𑣁𑣞𑣁𑣙𑣉𑣓𑣂𑣌 𑣋𑣂𑣓𑣂𑣞 𑣌𑣉 𑣗𑣈𑣗𑣉𑣜𑣁𑣜𑣕𑣈 𑣞𑣁𑣓𑣂𑣋𑣈𑣓𑣗𑣈𑣓 𑣏𑣂𑣓𑣁𑣏𑣂 𑣏𑣂𑣕𑣁𑣓 𑣞𑣁𑣜𑣂𑣚 𑣁𑣍 𑣋𑣈 𑣙𑣃𑣓𑣑𑣃𑣜𑣃𑣙𑣁.

𑢴𑣉𑣞𑣁𑣜 𑣎𑣉𑣜𑣉𑣀 𑣞𑣂𑣕𑣃𑣀 𑣕𑣆𑣙𑣃𑣄 𑣚𑣁𑣋𑣂𑣑 𑣁𑣗𑣈𑣓𑣁𑣄 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣞𑣂𑣔𑣈 𑣞𑣂𑣔𑣈 𑣞𑣂𑣀𑣋𑣂 𑣕𑣃𑣜𑣕𑣃𑣊 𑣁𑣚𑣉𑣏𑣁𑣗𑣈𑣓 𑣒𑣉𑣄 𑣆𑣏𑣂𑣅𑣈 𑣏𑣈𑣓𑣁𑣏𑣂 𑣓𑣈𑣓𑣁 𑣜𑣉𑣀 𑣌𑣉 𑣌𑣁𑣜𑣁𑣗𑣈𑣅𑣁.

𑣖𑣃𑣏𑣈𑣑 𑣜𑣈 𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣄 𑣘𑣉𑣜𑣓𑣂𑣏𑣉𑣜 𑣋𑣂𑣓𑣂𑣝 𑣌𑣉 𑣈𑣓𑣘𑣁 𑣓𑣈𑣘𑣁 𑣁𑣕𑣉𑣖𑣈 𑣚𑣁𑣋𑣂𑣑 𑣗𑣈𑣓 𑣟𑣛𑣃𑣙𑣈𑣄 𑣖𑣈𑣑 𑣜𑣈𑣔𑣉 𑣁𑣗𑣈𑣓 𑣙𑣃𑣞𑣂𑣅𑣈𑣜 𑣕𑣆𑣓 𑣗𑣈𑣓 𑣏𑣂 𑣘𑣉𑣚𑣉𑣜 𑣘𑣁𑣜𑣉𑣖 𑣌𑣁𑣕𑣈 𑣈𑣓𑣘𑣁 𑣓𑣈𑣘𑣁 𑣁𑣚𑣉𑣗𑣈𑣓 𑣉𑣜𑣂𑣅𑣁 𑣏𑣂𑣓𑣁𑣄 𑣜𑣈𑣅𑣁 𑣏𑣂 𑣏𑣈𑣕𑣁𑣓 𑣞𑣁𑣜𑣂𑣚 𑣞𑣁𑣜𑣂𑣚 𑣁𑣍𑣁 𑣋𑣈 𑣙𑣃𑣓𑣑𑣃𑣜 𑣜𑣉𑣙𑣁 𑣓𑣈𑣓 𑣞𑣈𑣀𑣅𑣁 𑣌𑣉 𑣓𑣈𑣚𑣌𑣈𑣕𑣈.

𑣁𑣗𑣈𑣓 𑣁𑣗𑣈𑣓𑣁𑣄 𑣌𑣉𑣜𑣜𑣌 𑣘𑣉𑣚𑣉𑣜𑣂𑣀 𑣜𑣑𑣅𑣁 𑣄𑣎𑣂𑣗𑣉𑣓 𑣁𑣙𑣃𑣞 𑣚𑣁𑣓𑣁𑣄 𑣔𑣆𑣅𑣈 𑣉𑣓𑣑𑣉𑣄 𑣙𑣃𑣎𑣃𑣄 𑣕𑣞𑣓 𑣗𑣉𑣏𑣉𑣜 𑣚𑣁𑣋𑣂𑣑 𑣓𑣈𑣓𑣁 𑣞𑣁𑣗𑣈𑣓 𑣌𑣉𑣙𑣈𑣕𑣈 𑣗𑣁𑣓𑣂𑣙𑣈 𑣗𑣈𑣓 𑣓𑣈𑣚 𑣔𑣆𑣙𑣈.


I know things have been tough lately, but I want you to know that I'm here for you.

I'm always here to listen, to offer support, or just to be there for you.

You're a strong person, and I know you'll get through this.

Just keep your head up and keep fighting.

I'm here for you, and I'm rooting for you.

Stay strong and live awesome, my friend.

I'm so proud of the person you've become.

You've faced so many challenges in your life, but you've always come out stronger.

You're an inspiration to me, and I know you're an inspiration to others too.

No matter what life throws your way, keep fighting for what you believe in.

You can achieve anything you set your mind to.

You're going to make a difference in the world.

You're going to leave your mark on history.

I'm so excited to see what the future holds for you.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣎𑣂𑣓𑣞𑣉 𑣌𑣉 𑣕𑣂𑣁𑣂𑣓𑣋 𑣖𑣃𑣞𑣌𑣂𑣚 𑣋𑣈𑣅𑣁, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣖 𑣁𑣔𑣁 𑣕𑣁𑣓𑣁 𑣁𑣍 𑣓𑣈𑣓𑣕𑣁 𑣜𑣈𑣋𑣈 𑣖𑣈𑣓𑣁𑣍𑣅𑣈.

𑢡𑣍 𑣁𑣅𑣃𑣖 𑣚𑣁𑣋𑣈𑣑 𑣖𑣈𑣓𑣁𑣍𑣅𑣁, 𑣔𑣈𑣓𑣋𑣁 𑣈𑣖 𑣚𑣁𑣋𑣈𑣑 𑣈𑣓𑣁𑣅𑣈𑣕𑣈 𑣁𑣖 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣁𑣖 𑣘𑣈𑣙𑣈𑣅𑣁𑣓 𑣙𑣉 𑣕𑣁𑣓𑣁𑣖, 𑣁𑣖 𑣓𑣈𑣅𑣈 𑣕𑣈𑣅𑣉𑣖 𑣉𑣚𑣁.

𑢾𑣁𑣖𑣁 𑣁𑣖 𑣗𑣉𑣙 𑣏𑣈𑣕𑣁𑣓 𑣌𑣁𑣕𑣈 𑣚𑣁𑣐𑣁𑣆 𑣖𑣈.

𑢸𑣉𑣃𑣚𑣁𑣌𑣉𑣖 𑣙𑣉𑣗𑣁𑣉 𑣕𑣓𑣁 𑣗𑣊𑣈.

𑢧𑣑𑣃 𑣕𑣁𑣓 𑣁𑣖 𑣌𑣁𑣖 𑣈𑣌𑣈𑣚 𑣋𑣈𑣅𑣁,

𑢡𑣍 𑣓𑣈𑣓𑣕𑣁 𑣜𑣈𑣋𑣈 𑣖𑣈𑣓𑣁𑣍𑣅𑣈 𑣁𑣜 𑣁𑣍𑣈𑣍 𑣙𑣉𑣜𑣉𑣁 𑣌𑣁𑣑 𑣖𑣈𑣅𑣁.

𑢸𑣈𑣄𑣁𑣙 𑣌𑣓𑣉𑣄𑣗𑣈𑣓, 𑣉𑣓𑣑𑣉𑣄 𑣗𑣃𑣋𑣂𑣕𑣈 𑣕𑣆𑣓𑣗𑣈𑣓, 𑢭‘𑣄 𑣎𑣃𑣛𑣂.

𑢾𑣉 𑣑𑣂 𑣓𑣂𑣌𑣉 𑣁𑣌𑣉 𑣖𑣂𑣅𑣑 𑣁𑣌𑣉 𑣁𑣌𑣉 𑣁𑣋𑣁𑣂 𑣙𑣋𑣁 𑣌𑣉,

𑢡𑣖 𑣈𑣞𑣃 𑣘𑣃𑣜𑣈 𑣏𑣃𑣓𑣉𑣕𑣂 𑣌𑣉𑣖 𑣓𑣈𑣚𑣁 𑣌𑣁𑣑𑣁 𑣎𑣂𑣗𑣉𑣓 𑣜𑣈, 𑣖𑣈𑣓𑣔𑣉 𑣁𑣖 𑣞𑣁𑣗𑣂𑣓 𑣆𑣖𑣕𑣈 𑣁𑣓𑣑𑣉 𑣘𑣈𑣙 𑣕𑣈𑣖 𑣉𑣚𑣁 𑣌𑣁𑣓𑣁.

𑢡𑣖 𑣁𑣍𑣁 𑣚𑣁𑣋𑣈𑣑 𑣖𑣂𑣞𑣁𑣚 𑣕𑣁𑣓𑣁𑣖, 𑣁𑣜 𑣁𑣍 𑣁𑣔𑣁𑣓𑣁 𑣁𑣖 𑣈𑣒𑣁 𑣙𑣉 𑣚𑣁𑣋𑣈𑣑𑣉𑣖 𑣖𑣂𑣞𑣁𑣚 𑣕𑣁𑣓𑣁.

𑢩𑣁𑣙 𑣜𑣈𑣓𑣌𑣉 𑣉𑣓𑣑𑣉𑣄 𑣎𑣃𑣛𑣂 𑣌𑣉 𑣖𑣂𑣞𑣁 𑣌.

𑢮𑣁𑣓 𑣌𑣁𑣎𑣂 𑣗𑣁𑣓𑣉𑣁 𑣎𑣂𑣗𑣉𑣓 𑣁𑣖𑣁 𑣙𑣉𑣜𑣁 𑣜𑣜𑣈 𑣏𑣈𑣓𑣁 𑣈𑣖𑣈 𑣕𑣁𑣓𑣁, 𑣚𑣁𑣐𑣁𑣆 𑣕𑣈𑣅 𑣌𑣁𑣎𑣂 𑣏𑣈𑣓𑣁𑣖 𑣇𑣑𑣃𑣁 𑣌𑣁𑣑 𑣚𑣁𑣋𑣈𑣑.

𑢡𑣖 𑣞𑣁𑣗𑣂𑣓𑣈𑣖 𑣓𑣁𑣖 𑣔𑣁𑣆𑣅𑣈 𑣎𑣁𑣓𑣁𑣖 𑣇𑣑𑣃𑣁 𑣌𑣁𑣑 𑣕𑣈𑣅𑣁.

𑢡𑣍 𑣁𑣔𑣁𑣓𑣁 𑣁𑣖 𑣖𑣁𑣙𑣁𑣓 𑣏𑣂𑣎 𑣌𑣉 𑣘𑣁𑣆𑣒𑣂 𑣅𑣈.

𑢡𑣖 𑣔𑣂𑣞𑣃𑣖 𑣜𑣈 𑣗𑣁𑣔𑣚𑣁𑣉𑣖 𑣁𑣋𑣃𑣅𑣈.

𑢡𑣖 𑣁𑣖𑣁 𑣏𑣁𑣗𑣂 𑣆𑣕𑣂𑣙𑣁𑣞 𑣜𑣈𑣖 𑣗𑣁𑣋𑣈𑣅𑣁 𑣕𑣃𑣁.

𑢡𑣍 𑣈𑣞𑣃 𑣃𑣕𑣞𑣃𑣌 𑣗𑣁𑣗𑣂𑣞𑣁𑣕 𑣁𑣖 𑣚𑣁𑣋𑣈𑣑 𑣏𑣈𑣓𑣁 𑣜𑣂𑣌𑣈 𑣌𑣁𑣑𑣁.

𑢳𑣈𑣓𑣁 𑣗𑣙 𑣕𑣈 𑣗𑣆𑣅𑣄 𑣌𑣓𑣁 𑣈𑣞𑣃 𑣗𑣓𑣐𑣂𑣅𑣈