Gujarat BoardĀ GSEB Solutions Class 12 English Second Language Unit 8 Read 1 For Youth Textbook Exercise Questions and Answers.
GSEB Std 12 English Textbook Solutions Unit 8 Read 1 For Youth (2nd Language)
GSEB Class 12 English For Youth Text Book Questions and Answers
Comprehension:
1. Write Yes or No. :
(1) I can enjoy beauty when my mind Is engaged In thinking. — No
(2) An intelligent mind can understand that It Is not free from Impact of tradition.– No
(3) The freeman does not believe in his parentsā beliefs. — Yes
(4) Freedom means to be free from religious faith. — Yes
(5) Freeman can feel happiness in real sense.– Yes
(6) We should not be afraid of questioning traditions and beliefs.– Yes
2. Match āAā with āB’
‘A’ | ‘B’ |
(1) When our mind is peaceful (2) To feel nature in real sense (3) When we are afraid (4) Freedom implies (5) It is real purpose of education |
(a) to provide real freedom. (b) we should not be only imitators. (c) we can observe real beauty. (d ) we canāt remain free. (e) we must cut off from all problems. |
(1) ā (c), (2) ā (e), (3) ā (d), (4) ā (b), (5) ā (a).
3. Select the correct options.
Question 1.
To cultivate freedom means…
(a) we should imitate our elders.
(b) we should revolt against the whole tradition which force us to be something.
(c) we should learn more and more and make lots of use of technology.
Answer:
(b) we should revolt against the whole tradition which force us to be something.
Question 2.
To be intelligent means…
(a) to get good score in exam.
(b) to have more IQ.
(c) to have deep insight to solve any problem.
Answer:
(c) to have deep insight to solve any problem.
Question 3.
We are free when …
(a) we follow our elders.
(b) we want to be something.
(c) we do what we like.
Answer:
(c) we do what we like.
Question 4.
The real purpose of education is…
(a) to make a study.
(b) to make something.
(c) to enable us think systematically.
Answer:
(c) to enable us think systematically.
4. Study the example and fill in the table.
No. | What does education teach us? | No. | What should education teach us? |
1. | To be something | 1. | It helps not to imitate others. |
2. | To think that we are ignoble. | 2. | To change into something noble. |
3. | To keep on trying | 3. | To bring about transformation. |
4. | To follow authority or tradition | 4. | To cultivate freedom by revolting against the whole tradition of hying to become something. |
5. | You should be identified with something or other in order to be happy and secure. | 5. | To be intelligent enough to break through all the influences that enslave and crush us. |
5. Read the sentences. Write RP against the sentences which express real perception of freedom and WP against the sentences which express wrong perception of freedom according to J. Krishnamurty.
(1) To make our mind free from tradition. [RP]
(2) Freedom means to do what we want to do.[RP]
(3) To have mind without fear. [RP]
(4) To keep In mind, the social and other problems. [wp]
(5) Freedom makes us intelligent. [RP]
(6) To follow the political power and authority. [wp]
(7) Not to imitate others. [RP]
(8) Freedom lets you understand what you are. [RP]
(9) The function of education is to cultivate real freedom. [RP]
(10) Revolt against evil. [RP]
6. Write answers In two or three sentences each.
Question 1.
Is freedom a simple problem? Why?
Answer:
No, freedom is a very complex problem. It needs deep study and understanding. There are many kinds of freedom that we hear about, I.e.,
religious freedom, the freedom to do what we would like to do, etc. Volumes have been written on this complex problem āfreedomā by scholars.
Thus, It Is not so simple as we think.
Question 2.
What should we understand to be free ?
Answer:
To be free is to be intelligent. We should understand our whole environment and try to be free from the social, religious, parental and traditional influences that are continually closing in on us. But to understand these various influences and became free from them, we need deep insight.
Question 3.
Why are we afraid, according to the author ?
Answer:
According to the author, we generally give in to various influences – the influence of our parents, of our government, of society, of the culture to which we belong of our beliefs, of our gods and superstitions, of the tradition to which we unthinkingly confirm, etc. Now to become free from them, we need deep insight and courage which we lack in and are inwardly frightened, We are afraid what our priest and others will say about us.
Question 4.
What do we expect people to say about us ?
Answer:
We expect people to say about us that we are marvellous, that we look lovely. We also want them to appreciate us that we have extraordinary intelligence. All this gives us self-assurance, a sense of importance. We all want to be famous people.
Question 5.
Why do we mention our degrees and designations after our names ?
Answer:
We mention our degrees and designations after our names because we all crave for self- assurance and self-importance. We all want to be famous people.
Question 6.
Why are we not free in so called spiritual world ?
Answer:
We are not free in so called spiritual world because we aspire to be virtuous, noble and saintiy. The moment we want to be somebody (other than ourselves. we are no longer free. But the man or woman who sees the absurdity of all these things and whose heart is therefore innocent, and therefore not moved by desire to.
Question 7
Does imitation give us pleasure ? Why ?
Answer:
No, imitation does not give us pleasure because imitation is copying somebody without I: applying our mind. Now, when we do not apply our mind, it is senseless. Imitation does not allow any scope for sensible thinking or creativity. We follow someone blindly, and it is not productivity on our part. Imitation never lets us have self-confidence. Hence we can never seek pleasure by imitating someone.
Question 8.
Why do we cling to our traditions and beliefs ?
Answer:
We cling to our traditions and beliefs because we are afraid of being away from them or revolting against them. All the time, we keep on thinking what other will say if we do so.
We unthinkingly conform to the influence of our parents, of our society and culture, of our beliefs, of our gods and superstitions and also of our tradition. We generally give in to them because we are inwardly afraid.
Question 9.
Make a list of obstacles to real freedom.
Answer:
The obstacles to freedom might be like the following:
(1) Social, religious, parental and traditional influences.
(2) Our beliefs, gods and superstitions.
(3) Our fear of what others will say about us.
(4) Our craze to expect others say that we are marvellous, lovely and have great intelligence.
(5) Our craze to become famous and successful.
(6) Our aspiration to be virtuous, saintly, noble, etc.
(7) Our craze to get titles, position and knowledge.
(8) Our craze to become a hero following example of a master, a saint, a teacher, a relative or stick to a particular tradition.
Question 10.
What is the real function of education?
Answer:
The function of education is to help us from childhood not to imitate anybody, but to be ourselves all the time. Real function of education is to inculcate in us the understanding to revolt against the whole tradition of trying to become something. The revolution leads to extraordinary freedom. To cultivate this freedom is the real function of education.
(A) Additional Questions and Answers
Answer the following questions:
Question 1.
When can we give our whole attention to something beautiful ?
OR
When can we enjoy natural beauty?
Answer:
We can enjoy natural beauty whole heartedly when our mind is free of preoccupations. It must not be occupied with problems, with worries or
with speculations. It is only when the mind is very quiet and sensitive to extraordinary beauty. The freedom of our mind is very much needed to enjoy natural beauty.
Question 2.
What is the difference between becoming independent and becoming free, according to J. Krishnamurty ?
Answer:
J. Krishnamurty says that merely having independence is never freedom. Freedom is not the matter of doing what suits us or going where we like or thinking what we can. We are independent to do all these things, but we are not free. Freedom implies great intelligence.
Intelligence is understanding our whole enviroment: the social, religious, parental and traditional influences that are continually closing in on us. We need to be free from them with deep insight rather than giving in.
Question 3.
How does imitation curtail our freedom ?
Answer:
Our parents and teachers usually tell us what we amount to. We must be successful like our uncle of grandfather. We should try to imitate an example of same hero, to be like the master, a saint, a teacher, a relative, or stick to a particular tradition.
It all implies a demand on our part to be something. This is mere imitation and it never leads to freedom. Freedom is in understanding what we are from moment to moment.
Question 4.
How is your āselfā a very complex thing, according to J. Krishnamurty?
Answer:
According to J. Krishnamurty, your āself is a very complex thing because it is something hidden and not obvious. What we see apparently of one is not his āself.
Your āself is made up, not only of all the thoughts that we think, but also of all things that have been put into your mind by other people, by books, by newspapers, by your leaders.
(B) Short notes
Write short notes focussing on the questions:
(1) J. Krishnamurtyās Views on Freedom
- freedom is not complex but simple
- free mind has never preoccupations
- free from fear
- function of education
- freedom is not following parents, teachers or institution
- imitation does not let man enjoy freedom
Answer:
J. Krishnamurtyās Views on Freedom :
According to J. Krishnamurty, freedom is not a complex problem but it is very simple. He explains that to watch something beautiful, we must havea free mind. The free mind must not be occupied with problems, with worries or with speculations. Freedom implies great intelligence.
Freedom is a state of mind in which there is not fear or compulsion, no urge to be secured. Freedom is not following someone. The function of education is to help us from childhood not to imitate anybody, but to be ourselves all the time.
Freedom lies, not in trying to become something different, nor in following the authority of tradition, of our parents, of our teacher, but in understanding what are from moment to moment.
To cultivate freedom is the real function of education. There can be no freedom as long as we are merely trying to become, or imitate a noble example.
(2) Hurdles in Achieving the Real Freedom
- Are you free ?
- What is not freedom ?
- How does imitation stop creativity?
- How does society/tradition stop us to think freely ?
- Against what should you revolt?
- What is the function of real education ?
Answer:
Hurdles in Achieving the Real
Freedom: A stressful or fearful mind can never enjoy real freedom. For enjoying real freedom oneās mind should be free from all worries. When we are following traditions, it is not freedom. Freedom is a state of mind in which there is no fear or compulsion, no urge to be secured.
If S1 we are imitating someone, it is not freedom. For enjoying real freedom, our mind should be free to think on its own, never being influenced by any tradition, people or personality.
It is becoming something different. Following the authority of tradition, of our parents, or our teacher are all hurdles in the way of freedom. We must have our own understanding. There can be no freedom as long as we are nearly trying to become, or imitate a noble example.
(C) Reading Comprehension
Read the following extracts and answer the questions:
(1) Now, what does it mean to be free ? Is freedom a matter of doing what happens to suit you, going where you like, thinking what you will ? This you do anyhow. Merely to have independence, does that mean freedom ? Many people in the world are independent, but very few are free.
Freedom implies great intelligence, does it not ? To be free is to be intelligent, but intelligence does not come into being by just wishing to be free; it comes into being only when you begin to understand your whole environment, the social, religious, parental and traditional influences that are continually closing in on you.
Questions:
(1) What is the difference between independence and freedom according to the writer ?
(2) When can one be free ?
Answers:
(1) According to the writer, āindependenceā is not āfreedomā. Many people in the world are independent but they are not free. Freedom implies intelligence.
(2) One can be free when one begins to understand oneās whole environment, the social, religious, parental and traditional influences that are continually closing in a person.
(2) Please see this, for it is the real clue to understanding oc problem of freedom. Whether in this world of politicians, power, position and authority, or in the so called spiritual world where you aspire to be virtuous, noble, saintly, the moment you want to be somebody you are no longer free.
But the man or woman who sees the absurdity of all these things and whose heart is therefore innocent, and therefore not moved by desire to be somebody such a person is free. If you understand the simplicity of it you will also understand its extraordinary beauty and depth.
Questions :
(1) When is a person no longer free ?
(2) Which person is free, according to the writer ?
Answers :
(1) A person is no longer free the moment he wants to be somebody.
(2) According to the writer, a person whose heart is innocent and does not get moved by desire to be somebody.
(3) The function of education, then, is to help you from childhood not to imitate anybody, but to be yourself all the time. And this is a most difficult thing to do; whether you are ugly or beautiful, whether you are envious or jealous, always to be what you are, but understand it.
To be yourself is very difficult, because you think that you are ignoble and that if you could only change what you are ” into something noble it would be marvelous but that never happens.
Questions :
(1) What is the function of education ?
(2) Why is it very difficult to be oneself ?
(3) The function of education is to help us to imitate others. – True or False ?
Answers :
(1) The function of education is to help a person from childhood not to imitate anybody but to be himself all the time.
(2) It is very difficult to be oneself because one thinks that he is ignoble, and keeps ‘ on trying to be noble all the time, but that never happens.
(3) The function of education is to help us to imitate others. – False
(4) The hope of a new world is in those of you who begin to see what is false and revolt against it, not just verbally but actually. And that is why you should seek the right kind of education; for it is only when you grow in freedom that you can create a new world not based on tradition or shaped according to the idiosyncrasy of some philosopher or idealist. But there can be no freedom as long as you are merely trying to become, or imitate a noble example.
Questions:
(1) What does the hope of a new world lie in ?
(2) What kind of new world one can create ?
Answers:
(1) The hope of a new world lies in those who begin to see what is false and revolt against it actually.
(2) One can create a new world of freedom which is not based on tradition or shaped according to the idiosyncrasy of some philosopher or idealist.
(5) To be free is to be intelligent, but intelligence does not come into being by just wishing to be free; it comes into being only when you begin to understand your whole environment, the social, religious, parental and traditional influences that are continually closing in on you.
Questions:
(1) What is to be free ?
(2) When does intelligence come to you ?
Answers:
(1) To be intelligent is to be free.
(2) Intelligence comes to a person when he begins to understand his whole environment: the social, religious, parental , and traditional influences that are continually closing in a person.
(D) Say True or False
Write whether the following sentences are True or False :
(1) While observing the sun, the moon, the rivers, the stars, etc., our mind must be free of preoccupations.
(2) Many people in the world are independent, but very few are free.
(3) To be free is to be intelligent.
(4) Freedom is a state of mind in which there is no fear.
(5) The moment people want to be something, they are free.
(6) The moment man wants to become somebody, he is not free.
(7) Freedom emerges from simplicity and innocence.
(8) The function of education is to help us not to imitate anybody.
(9) True revolution lies in not following or imitating others.
(10) To be intelligent, one must break through all the influences that enslave and crush us.
(11) When we grow in freedom, we can create a new world.
Answer:
(1) True
(2) True
(3) True
(4) True
(5) False
(6) True
(7) True
(8) True
(9) True
(10) True
(11) True
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ąŖ¤ąŖ®ąŖ¾ąŖ°ą«ąŖ ąŖąŖąŖ¾ąŖ¦ą«ąŖØą«ąŖ ąŖµąŖæąŖ¶ą«ąŖµ ąŖą«ąŖ ąŖ¤ąŖ¤ą«ąŖ¤ą«ąŖµąŖą«ąŖąŖ¾ąŖØą« ąŖą« ąŖąŖ¦ąŖ°ą«ąŖ¶ąŖµąŖ¾ąŖ¦ą«ąŖØą« ąŖµąŖæąŖąŖ¾ąŖ°ąŖ§ąŖ¾ąŖ°ąŖ¾ ąŖ®ą«ąŖąŖ¬ąŖØą«ąŖ ąŖØąŖ¹ąŖæ, ąŖŖąŖ°ąŖąŖ¤ą« ąŖ¤ąŖ®ąŖ¾ąŖ°ą« ąŖŖą«ąŖ¤ąŖ¾ąŖØą« ąŖøąŖ®ąŖąŖ¶ąŖą«ąŖ¤ąŖæ ąŖą« ąŖµąŖæąŖµą«ąŖąŖØą«ąŖ ąŖ¬ąŖØąŖ¾ąŖµą«. ąŖą«ąŖÆąŖ¾ąŖ ąŖøą«ąŖ§ą« ąŖ¤ąŖ®ą« ąŖ ąŖØą«ąŖÆ ąŖąŖ¦ąŖ°ą«ąŖ¶ą«ąŖØą« ąŖ ąŖØą«ąŖøąŖ°ąŖµąŖ¾ąŖØą«ąŖ ąŖąŖ¾ąŖ²ą« ąŖ°ąŖ¾ąŖąŖ¶ą« ąŖ¤ą«ąŖÆąŖ¾ąŖ ąŖøą«ąŖ§ą« ąŖ¤ąŖ®ą« ąŖøąŖ¾ąŖą« ąŖąŖąŖ¾ąŖ¦ą« ąŖąŖ¦ąŖ¾ąŖŖąŖæ ąŖØąŖ¹ąŖæ ąŖ®ą«ąŖ³ąŖµą« ąŖ¶ąŖą«.
Glossary (ąŖ¶ąŖ¬ą«ąŖ¦ąŖ¾ąŖ°ą«ąŖ„)
Phrases and Idioms
ąŖąŖ¾ąŖ·ąŖ¾ąŖąŖ¤ąŖ°
ąŖ®ąŖØą« ąŖ¤ąŖ®ąŖ¾ąŖ°ą« ąŖøąŖ¾ąŖ„ą« ąŖąŖąŖ¾ąŖ¦ą«ąŖØą« ąŖøąŖ®ąŖøą«ąŖÆąŖ¾ąŖØą« ąŖąŖ°ą«ąŖąŖ¾ ąŖąŖ°ąŖµąŖ¾ąŖØą« ąŖąŖ®ąŖ¶ą«. ąŖąŖąŖ”ą« ąŖ ąŖą«ąŖÆąŖ¾ąŖø ąŖ ąŖØą« ąŖøąŖ®ąŖąŖ£ ąŖ®ąŖ¾ąŖą« ąŖ²ą« ąŖąŖµą« ąŖ¤ą« ąŖąŖąŖæąŖ² ąŖøąŖ®ąŖøą«ąŖÆąŖ¾ ąŖą«. ąŖąŖŖąŖ£ą« ąŖ§ąŖ¾ąŖ°ą«ąŖ®ąŖæąŖ ąŖąŖąŖ¾ąŖ¦ą« ąŖ¤ą«ąŖ®ąŖ ąŖ®ąŖØ ąŖ«ąŖ¾ąŖµą« ąŖ¤ą« ąŖąŖ°ąŖµąŖ¾ąŖØą« ąŖąŖąŖ¾ąŖ¦ą« ąŖµąŖæąŖ¶ą« ąŖąŖ£ą«ąŖ ąŖøąŖ¾ąŖąŖąŖ³ą«ąŖ ąŖą«ąŖ ąŖ ąŖØą« ąŖµąŖ¾ąŖ¤ą« ąŖąŖ°ą«ąŖ ąŖą«ąŖ.
ąŖµąŖæąŖ¦ą«ąŖµąŖ¾ąŖØą« ąŖ¦ą«ąŖµąŖ¾ąŖ°ąŖ¾ ąŖ¤ą«ąŖØą« ąŖŖąŖ° ąŖą«ąŖ°ąŖąŖ„ą« ąŖ²ąŖąŖ¾ąŖÆąŖ¾ąŖ ąŖą«. ąŖŖąŖ£ ąŖ®ąŖØą« ąŖ²ąŖ¾ąŖą« ąŖą« ąŖą« ąŖąŖŖąŖ£ą« ąŖøą«ąŖ§ą« ąŖ ąŖØą« ąŖøąŖ°ąŖ³ ąŖ°ą«ąŖ¤ą« ąŖ¤ą«ąŖØą« ąŖŖąŖ¾ąŖøą« ąŖŖąŖ¹ą«ąŖąŖą« ąŖ¶ąŖą«ąŖ ąŖąŖ® ąŖą«ąŖ, ąŖ ąŖØą« ąŖąŖ¦ąŖ¾ąŖ ąŖ¤ą«ąŖØąŖ¾ ąŖ„ąŖą« ąŖ ąŖąŖŖąŖ£ąŖØą« ąŖµąŖ¾ąŖøą«ąŖ¤ąŖµąŖæąŖ ąŖąŖą«ąŖ² ąŖ®ąŖ³ąŖ¶ą«. ąŖ®ąŖØą« ąŖŖą«ąŖ°ąŖ¶ą«ąŖØ ąŖ„ąŖ¾ąŖÆ ąŖą« ąŖą« ąŖ¤ąŖ®ą« ąŖą«ąŖ ąŖµąŖ¾ąŖ° ąŖøą«ąŖ°ą«ąŖÆ ąŖąŖ„ąŖ®ą« ąŖ¤ą« ąŖøąŖ®ąŖÆą« ąŖŖąŖ¶ą«ąŖąŖæąŖ®ąŖ®ąŖ¾ąŖ ąŖµą«ąŖą«ąŖ·ą«ąŖØą« ąŖąŖŖąŖ° ąŖŖą«ąŖ²ąŖ¾ ąŖ¶ąŖ°ąŖ®ąŖ¾ąŖ³, ąŖ¤ąŖ¾ąŖ°ą«ąŖ£ą«ąŖÆąŖ®ąŖÆ ąŖąŖąŖ¦ą«ąŖ°ąŖØą« ąŖ ąŖ¦ą«ąŖą«ąŖ¤ ąŖ°ą«ąŖ¤ą« ąŖŖą«ąŖ°ąŖąŖ¾ąŖ¶ąŖ¤ą« ąŖą«ąŖµąŖ¾ ąŖąŖąŖ¾ ąŖ°ąŖ¹ą«ąŖÆąŖ¾ ąŖą«?
ąŖ¤ą« ąŖøąŖ®ąŖÆą« ąŖ®ąŖ¹ąŖ¦ąŖąŖ¶ą« ąŖØąŖ¦ą« ąŖą«ąŖ¬ ąŖ¶ąŖ¾ąŖąŖ¤ ąŖ¹ą«ąŖÆ ąŖą« ąŖ ąŖØą« ąŖŖąŖą« ąŖąŖØą« ąŖøąŖŖąŖ¾ąŖą« ąŖŖąŖ° ąŖŖą«ąŖ²ą« ąŖØąŖ®ąŖ£ąŖ¾ąŖ¶ąŖ„ą« ąŖąŖ°ą«ąŖ²ą« ąŖąŖ¾ąŖąŖ¦ą«, ąŖą« ąŖ¹ąŖ®ąŖ£ąŖ¾ąŖ ąŖ¹ąŖ®ąŖ£ąŖ¾ąŖ ąŖą«ąŖ°ą« ąŖ¬ąŖØą«ąŖÆą« ąŖą« (ąŖ¤ą«) ąŖ ąŖØą« ąŖŖą«ąŖ²ąŖ¾ ąŖ¤ąŖ¾ąŖ°ąŖ¾ąŖ ąŖŖą«ąŖ°ąŖ¤ąŖæąŖ¬ąŖæąŖąŖ¬ąŖæąŖ¤ ąŖ„ąŖ¾ąŖÆ ąŖą«. ąŖ ąŖ¬ąŖ§ą«ąŖ ąŖ ąŖ¬ąŖ¹ą« ąŖøą«ąŖ¹ąŖ¾ąŖ®ąŖ£ą«ąŖ ąŖą« ąŖ ąŖØą« (ąŖ ąŖ¬ąŖ§ą«ąŖ) ąŖ®ąŖ¾ąŖ£ąŖµąŖ¾, ąŖØąŖæąŖ¹ąŖ¾ąŖ³ąŖµąŖ¾ ąŖ¤ąŖ®ąŖ¾ąŖ°ą«ąŖ ąŖŖą«ąŖ°ą«ąŖŖąŖ°ą«ąŖ ąŖ§ą«ąŖÆąŖ¾ąŖØ ąŖą«ąŖąŖ ąŖøą«ąŖąŖ¦ąŖ°ąŖ¤ąŖ¾ ąŖ¤ąŖ°ąŖ« ąŖą«ąŖØą«ąŖ¦ą«ąŖ°ąŖæąŖ¤ ąŖąŖ°ąŖµąŖ¾ ąŖ¤ąŖ®ąŖ¾ąŖ°ą«ąŖ ąŖ®ąŖØ ąŖ¤ąŖ®ąŖ¾ąŖ® ąŖąŖæąŖąŖ¤ąŖ¾ąŖ(ąŖµąŖæąŖąŖ¾ąŖ°ą«)ąŖ„ą« ąŖ®ą«ąŖą«ąŖ¤
ąŖ¹ą«ąŖµą«ąŖ ąŖą«ąŖąŖ, ąŖąŖ°ą«ąŖ ąŖØą«? ąŖ¤ą« ąŖøąŖ®ąŖøą«ąŖÆąŖ¾ąŖ ąŖąŖæąŖąŖ¤ąŖ¾ąŖ ąŖą« (ąŖąŖµąŖæąŖ·ą«ąŖÆąŖØą«) ąŖŖą«ąŖ°ą«ąŖµąŖ§ąŖ¾ąŖ°ąŖ£ąŖ¾ąŖąŖ„ą« ąŖą«ąŖ°ąŖ¾ąŖÆą«ąŖ²ą«ąŖ ąŖØ ąŖ ąŖ¹ą«ąŖµą«ąŖ ąŖą«ąŖąŖ. ąŖą«ąŖÆąŖ¾ąŖ°ą« ąŖ®ąŖØą« ąŖą«ąŖ¬ ąŖ ąŖ¶ąŖ¾ąŖąŖ¤ ąŖ¹ą«ąŖÆ ąŖ¤ą«ąŖÆąŖ¾ąŖ°ą« ąŖ ąŖ®ąŖ¾ąŖ¤ą«ąŖ° ąŖ¤ąŖ®ą« ąŖ§ą«ąŖÆąŖ¾ąŖØ ąŖąŖŖą« ąŖ¤ą« ąŖąŖ£ąŖ¾ąŖ¶ą« ąŖą« ąŖ ąŖøąŖ¾ąŖ®ąŖ¾ąŖØą«ąŖÆ ąŖøą«ąŖąŖ¦ąŖ°ą«ąŖÆ ąŖŖą«ąŖ°ąŖ¤ą«ąŖÆą« ąŖ¤ąŖ®ąŖ¾ąŖ°ą«ąŖ ąŖ®ąŖØ ąŖøąŖąŖµą«ąŖ¦ąŖØąŖ¶ą«ąŖ² ąŖą«; ąŖ ąŖØą« ąŖąŖ¦ąŖ¾ąŖ ąŖ ąŖ¹ą«ąŖ ąŖ ąŖąŖŖąŖ£ąŖØą« ąŖąŖąŖ¾ąŖ¦ą«ąŖØą« ąŖøąŖ®ąŖøą«ąŖÆąŖ¾ąŖØą« ąŖąŖ”ą« ąŖ®ąŖ³ą«. ąŖ¹ąŖµą« ąŖąŖąŖ¾ąŖ¦ ąŖ„ąŖµą«ąŖ ąŖąŖąŖ²ą« ąŖ¶ą«ąŖ?
ąŖ¶ą«ąŖ ąŖąŖąŖ¾ąŖ¦ą« ąŖąŖąŖ²ą« ąŖ¤ąŖ®ąŖØą« ąŖ ąŖØą«ąŖą«ąŖ³ ąŖąŖµą« ąŖ ąŖąŖ°ąŖµą«ąŖ ąŖ¤ą«, ąŖ®ąŖØ ąŖ«ąŖ¾ąŖµą« ąŖ¤ą«ąŖÆąŖ¾ąŖ ąŖąŖµą«ąŖ ąŖ¤ą« (ąŖ) ąŖ¤ąŖ®ą« ąŖąŖą«ąŖą« ąŖ¤ą« ąŖµąŖæąŖąŖ¾ąŖ°ą« ąŖ¶ąŖą« ąŖ¤ą«? ąŖ ąŖ¤ą« ąŖ¤ąŖ®ą« ąŖąŖ®ą« ąŖ¤ą« ąŖ°ą«ąŖ¤ą« ąŖąŖ°ą« ąŖ ąŖą«. ąŖ®ąŖ¾ąŖ¤ą«ąŖ° ąŖąŖąŖ¾ąŖ¦ą« ąŖ®ąŖ³ą« ąŖąŖµą« ąŖąŖØą« ąŖ ąŖ¶ą«ąŖ ąŖąŖąŖ¾ąŖ¦ą« ąŖąŖ¹ą«ąŖµąŖ¾ąŖÆ? ąŖ¦ą«ąŖØąŖæąŖÆąŖ¾ąŖ®ąŖ¾ąŖ ąŖąŖ£ąŖ¾ąŖ ąŖ²ą«ąŖą« ąŖąŖąŖ¾ąŖ¦ ąŖą«
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