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5.Life lessons
- Romance novels can provide valuable lessons about the complexities and challenges of life.
â âDrawbacksâ
Including inappropriate contents for children
- Some topics that are included in love stories can be inappropriate for youngsters.
- For instance, the emotions and complex relationships between adults.
Causing hallucinations
- Children will have misconceptions and misunderstandings of real life since romance novels can have imaginative and unrealistic storylines.
Reducing concentration in education
- Reading romance stories excessively can lead children to not having enough time in their education.
Physical influence
- Some behavior of characters in the stories can influence children mentally.
- For example, losing self-control and acting impulsively.
â In conclusion,
Choose books that are appropriate for childrenâs age.
Control their reading time and help them balance with education.
Discuss about books with them and it is important to try to understand their perspective.
Although reading is a good habit for children, the right choice and guidance are also crucial. Wishing from Youth Renaissance organization for everyone to have benefits from reading and have a great future ahead.
Content- Moor Cho
Translator- Zar Chi Oo Mhwe Mhwe
Graphic- Yati Pyae Sone Oo
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[English Version]
âThe benefits of reading romance novels for children and some points to take considerationâ
Romance novels are usually an interesting genre for youngsters. Reading love stories has the power to nurture childrenâs imagination and emotions, improve their communication skills and help them solve problems themselves. However, romance literature can lead youngsters to believe in inappropriate contents, so parents and adults need to provide guidance.
Although reading plays a crucial role in improving children's intelligence, parents and teachers should consider carefully whether or not to let youngsters read romance stories. Mainly, it is important to choose books for them depending on their age and level of understanding.
Choosing books that contain not only lots of illustrations but also with fewer text and simple words for children up to 2 years old can develop their language skills and visual cognition.
As children at the age of 3 to 5 years can become interested in reading and drawing, it can be impactful for them to select books with simple and interesting stories.
Since ages 6 to 8 years old children have improved their reading skill, they can read fantasy and books with stories related to real life. At these ages, their imagination and language skills can be developed from reading. Therefore, books that nurture their reading should be opted for.
As children at age 9 and above have improved reading skills, they can read fiction, detective novels and books that contain social issues. Youngsters around these ages can understand complex stories and challenging books which will help develop their knowledge.
Whether children should read romance stories is based on the storyline and their age. It is better to choose stories that depict love in simple and appropriate ways such as family love, friendships, self-love, and love for animals. Youngers should read novels that include contents like romantic love only when they reach a certain age.
Encouraging youngsters to read romance novels and discussing the plot is an effective approach to enhance their mentality and communication skills. Asking children questions like âwhat kind of love do you see in these stories, friendship or family loveâ will foster critical thinking and different perspectives.
Here are some advantages and disadvantages of children reading romance novels.
â âBenefitsâ
Improve reading skills
- Love stories can strengthen childrenâ interests in reading and improve their reading skill.
- It will support them in learning new vocabularies.
Emotional development
- Romance stories help youngsters understand their emotions and enhance their social skills.
- It also helps them express their emotions.
Creativity development
- Stories enhance children's imagination and foster their creativity.
Communication skills
- Childrenâs communication skills can be improved through learning interaction between characters.
[English Version Below]
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[English Version]
âAre you an Active Learner or a Passive Learner?â
Learning is a very important thing for everyone but not everyone has the same learning style. Some can absorb the lessons they are learning and some tend to engage with their lessons while learning. Now, letâs find out whether you are an Active Learner or a Passive Learner.
âWhat is Passive Learning?â
Passive learning is a learning style where you absorb the information like a sponge without interacting much with the information. For example: listening to a lecture, watching a video and reading a book. Even though you are listening to a lecture, watching a video or reading, you are not engaging with the information from them. Itâs like watching a movie without deeply thinking about the storyline.
âWhat is Active learning?â
Active learning is not that different from a normal form of studying. You just simply engage with the information you are learning. Making flashcards/notes, teaching friends what you learnt and participating in discussions are all part of Active learning.
âWhich learning style is better?â
Both Passive learning and Active learning have their advantages. You can memorise a lot of basic information in no time in passive learning.
Although Active learning requires more effort, it helps you remember information for the long run according to the observations of the scientists.
âHow do we practise Active learning?â
Among the many Active learning exercises, the one that I like would be the Learning cell strategy. It is a method where two students two students memorize information by asking each other questions based on something they learnt together.
(It is the same as how we usually ask and answer questions. But in the Learning cell strategy, the questions and answers tend to be the ones that need critical thinking rather than just memorizing information.)
âWhat kind of Learner are you?â
What method do you use when you are learning something? Are you more of a Passive Learner or an Active Learner? Or do you tend to learn the information you donât know yet in a Passive learning form in the beginning and then do Active Learning by making notes?
Either way, learning is neither boring nor very difficult. The more you learn, the easier it gets. Letâs end this today hoping you would be able to learn more beneficially because of these different learning styles.
Content- Nicholas
Translator- May Zin Oo
Graphic- Yati Pyae Sone Oo
[English Version Below]
â áááşá Active Learner áá
áşááąáŹááşááŹá¸ Passive Learner áá
áşááąáŹááşááŹá¸ â
áááşáá°ááąá¸á áá°áááŻááşá¸áá˛áˇáááážáŹ áĄááąá¸ááŤáá˛áˇáĄá áááşáĄáááŻááşá¸áá áşááŻááźá áşááąáá˛áˇ áá áşááąáŹááşáá˛áˇáá áşááąáŹááşáá˛áˇ áááşáá°áážáŻááŻáśá áśá ááá°ááŽááźááŤáá°á¸á áá áşááťááŻáˇáá°áá˝áąá á áŹáá˝áąáááŻááąáŤááşá¸áá˛ááąáŹááşáĄáąáŹááş á áŻááşáá° (absorb) ááŻááşáááŻááşááźáŽá¸ áá áşááťááŻáˇáá°áá˝áąáááąáŹáˇ áá°áááŻáˇáááşáá°ááąáá˛áˇá áŹáá˛áˇ engage ááŻááşááźáŽá¸ áááşáá°ááźáá°áá˝áąáážáááŤáááşá áĄá˛áˇááąáŹáˇáááşáááąáŹ Active Learner áá áşááąáŹááşááŹá¸ Passive Learner áá áşááąáŹááşááŹá¸ áĄááźáąáážáŹááźááşáˇááĄáąáŹááş
â Passive learning áááŻááŹááŹáᲠâ
Passive learning áááŻááŹáááąáŹáˇ áááŻááşáááşáá°ááąáá˛áˇ áĄááźáąáŹááşá¸áĄááŹáĄááťááşáĄáááşáá˝áąáá˛áˇ interact ááááşáááŻááşáᲠááąááźážáŻááşáá
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â Active learning áááŻááŹááŹáᲠâ
Active learning áááŻááŹááááşá¸ ááŹáááşáááşáááŻááźáŽá¸ááąáŹáˇ ááĄáŹá¸áá°á¸áá˝áŹá¸áá˛áˇ ááŻáśá áśáááŻááşááŤáá°á¸á Active learning áážáŹáááąáŹáˇ áááŻááşáááşáá°ááąáá˛áˇáĄááźáąáŹááşá¸áĄááŹáá˛áˇ engage ááŻááşááŤáááşá Flashcards/ notes ááŻááşááŹáááŻááťááŻá¸á áá°áááşááťááşá¸áá áşááąáŹááşááᯠáááŻááşááąáˇááŹáá˛áˇááŹáá˝áą ááźááşááźáŽá¸ááąáŹáˇ áááşááąá¸ááŹáááŻááťááŻá¸ áá˝áąá¸áá˝áąá¸áá˝á˛áá˝áąáážáŹ ááŤáááşáááşáá˝á˛ááźááŹááťááŻá¸á Active learning áá˛áážáŹááŤááŤáááşá
âáááşááᯠlearning style á áááŻááźáŽá¸ááąáŹáˇááąáŹááşá¸áᲠâ
Passive learning ááąáŹ Active learning ááąáŹá áá°áˇááŹáá˛áˇáá° ááąáŹááşá¸ááťááŻá¸áá˝áąáážáááŤáááşá Passive learning áážáŹáááŻáááş áĄááźáąááśáĄááťááşáá˝áąáá˛áˇ information áĄááťáŹá¸ááźáŽá¸áá˝áąááᯠáááĄáá˝ááşá¸ áážááşáááááŻááşááŤáááşá
Active learning áážáŹááąáŹáˇ áááŻááşááĄáŹá¸áááŻááŻááşááááşáááŻááąáá˛áˇ áááášááśáááŹáážááşááťáŹá¸áá˛áˇ ááąáˇááŹáá˝áąáˇáážáááťááşááťáŹá¸áĄáááąáŹáˇ Active learning áᏠááąáážááşáážááşáááááŻáˇáááŻáááŻááźáŽá¸ááąáŹáˇ áĄááąáŹááşáĄááśáˇááąá¸ááŤáááşáá˛áˇá
â Active learning áááşáááŻááŻááşááźááşáˇááᲠâ
Active learning exercises áá˝áąáĄááťáŹá¸ááźáŽá¸áážááá˛áˇáá˛áááž ááťááąáŹáşáááąáŹááťáááá˛áˇ áá
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âáááşáááąáŹ áááşááᯠLearner áá áşááąáŹááşááŤáᲠâ
áááşá áŹáá áşááŻááŻááᯠááąáˇááŹáááşáá°ááąáá˛áˇáĄááťáááşáážáŹ áááşáááŻáááşá¸áááşá¸ááťááŻá¸ááŻáśá¸ááá˛á áááşá Passive Learner áááşáá˝áŹá¸áááŹá¸ Active Learner áááşáá˝áŹá¸áááŹá¸á ááŤáážáááŻááş áĄá áááŻááşá¸áážáŹááąáŹáˇ áááŻááşáááááąá¸áá˛áˇáĄááźáąáŹááşá¸áĄááŹááᯠPassive learning ááŻáśá áśááťááŻá¸áá˛áˇ ááŹá¸ááąáŹááşááźáŽá¸ááž ááąáŹááşáá áşááŤááťáááş ááŻááşááŻááşááŹáááŻááťááŻá¸áá˛áˇ Active learning ááźááşááŻááşááŹááŤááŹá¸á
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â Maintaining the balance between education and mental healthâ
In todayâs fast-paced and competitive world, students need to prioritize their mental well-being in addition to having the necessary skills to excel academically. Balancing education and mental health is the main factor to make long term success and happiness.
However, expectations and exam pressures can lead to anxiety and worries amid studies. Excessive pressure can not only impact a studentâs potential and concentration but also his or her health. Therefore, students' mental health is important and needs to be taken care of regularly.
The most common factors that cause for mental pressures in education are
Academic Pressure
Deadlines, exams and the need to achieve high scores are among the most significant stressful things for students in education.
Time Management Issues
Maintaining the balance between studying, curricula, extracurricular activities and personal issues can be challenging for students.
Comparison with Others
Most students from Asia often compare themselves because of their parents' comparison with peers since childhood. This can lead to a feeling of insufficiency and a lowered sense of self-esteem.
Lack of Support
Lack of adequate support from family, friends, and teachers can cause mental pressure.
These issues can lead to stress and can make it difficult to balance between work and personal life for students.
Since students can be affected by stress, I would like to mention some ways to balance between academics and mental health.
Time Management
- Build a time-table that incorporates leisure time
- Use to-do-list and productivity apps
- Prioritize tasks based on their importance and urgency.
Practicing Self-Care
- Get 7â8 hours of sleep.
- Eat healthy diets
- Do exercises that relieve stress
Engaging in Stress-relief Activities
- Practice mindfulness, meditation or breathing exercise
- Pursue hobbies that you enjoy such as drawing, reading
- Spend time with nature to relax
Building a Support System
- Share your happiness with family and friends
- If needed, seek support and advice from psychiatrists, peers, and counselors
Schools, especially, play a crucial role in providing proper support for mental health. So, they should foster open discussions and counselling services to seek advice for mental well-being.
Maintaining the balance between mental health and education cannot only help students cope with common challenges but also to achieve a better life. It is important to continuously try to take care of our mental health and overcome stress. I would like to conclude by reminding that understanding oneself and prioritizing mental health can achieve both academic success and an enjoyable life.
Content- Moor Cho
Translator- Zar Chi Oo Mhwe Mhwe
Graphic - Yadi Pyae Sone Oo
[English version below]
â áááŹááąá¸áážááˇáş á áááşááťááşá¸ááŹááąá¸ááᯠááŽááťážá á˝áŹááááşá¸ááááşá¸ááźááşá¸ â
ááŽááąáˇááąááşáá˛áˇ ááźááşáááşáá˛áˇááźááŻááşáááŻááşáážáŻáá˝áąááźáŹá¸áá˛áážáŹ ááťáąáŹááşá¸ááŹá¸á ááťáąáŹááşá¸áá°áá˝áąáĄááąáá˛áˇ áááŹááąá¸áážáŹ áá°á¸ááťá˝ááşá á˝áŹáááşáááşáááŻááşáááŻáˇáĄáá˝ááş ááŻáśááąáŹááşáá˛áˇáĄá á˝ááşá¸ááášáááá˝áąáážááááŻáˇáĄááźááş á áááşááťááşá¸ááŹááąá¸áááŻááŤáŚá¸á áŹá¸ááąá¸áááŻáˇáááŻáĄááşááŹááŤáááşá á áááşááťááşá¸ááŹááąá¸áá˛áˇ áááŹááąá¸áááŻááŽááťážáĄáąáŹááşááááşá¸ááááşá¸ááŹáᏠááąáážááşáĄáąáŹááşááźááşáážáŻáá˛áˇ ááťáąáŹáşáá˝ážááşáážáŻááᯠááąáŹááşáá˝ááşáááŻáˇáĄááááĄááťááŻáśá¸áĄááťááşáá áşááŻáá˛ááźá áşááŤáááşá
ááťáąáŹááşá¸ááŹá¸á ááťáąáŹááşá¸áá°áá˝áąáĄáá˝ááş á áááşááťááşá¸ááŹááąá¸áᏠáĄááąá¸ááźáŽá¸áá˛áˇáĄáááşá¸ááášááá áşááŻáážáŹááŤáááşááąááŤáááşá á áááşááťááşá¸ááŹááąá¸ááááşá¸ áááşáá°áážáŻá á˝ááşá¸ááąáŹááşáááşá áááşááŽá¸áážáŻáá˛áˇ áááŻááşáááŻááşáááŻá¸áááşáážáŻáááŻáˇáĄáá˝ááş áĄááźáąááśáĄáŻááşááźá áşáá áşááŻááŤáá˛á áááŻáˇááąáááˇáş áááşááźáŹá¸áážáŻáá˝áąááźáŹá¸áážáŹ ááťážáąáŹáşáááˇáşááťááşáá˝áąáá˛áˇ á áŹááąá¸áá˝á˛ááá áŽá¸áážáŻáá˝áąááźáąáŹááˇáş á ááŻá¸ááááşáážáŻá áááşáááşá¸áá˝ááşá¸áááşáážáŻáá˝áąáĄááźá áş ááźáąáŹááşá¸áá˛ááŹáááŻááşááŤáááşá ááááˇáşááąáŹáşáá˛áˇ ááá áŽá¸áážáŻáá˝áąáᏠááťáąáŹááşá¸ááŹá¸áá áşáŚá¸áá˛áˇá á˝ááşá¸ááąáŹááşáááşáá˛áˇáĄáŹááŻáśá á°á¸á ááŻááşáážáŻááᯠáááááŻááşá áąáááŻááşáááᯠááťááşá¸ááŹááąá¸áááşá¸áááŻá¸áá˝áŹá¸ááŹáááŻááşááŤáááşá ááŤááźáąáŹááˇáşááťáąáŹááşá¸ááŹá¸áá˝áąáá˛áˇ á áááşááťááşá¸ááŹááąá¸ááŹáááşá¸ áĄááąá¸ááźáŽá¸ááŹááźá áşáááŻáˇ áĄá ááşáĄááźá˛áááŻá ááŻááşáááŻáˇáááŻáĄááşááŤáááşá
áááŹááąá¸áážáŹ á
áááşááá
áŽá¸áážáŻááźá
áşá
áąáá˛áˇ áĄááźáąáŹááşá¸áĄááŹáá˝áąáá˛á áĄááááĄááťááŻáśá¸áĄááŹáá˝áąáááąáŹáˇ-
1. áááŹááąá¸áááĄáŹá¸ (Academic Pressure)
áááŹááąá¸áážáŹááťáąáŹááşá¸ááŹá¸áá˝áąáĄáá˝ááş Deadline áá˝áąá á
áŹááąá¸áá˝á˛áá˝áąáá˛áˇ áĄáážááşááąáŹááşá¸ááąáŹááşá¸ááááŻáˇáĄáá˝ááşááááĄáŹá¸áĄááťáŹá¸ááŻáśá¸áĄááŹáá˝áąááźá
áşááŤáááşá
áĄááťáááşá
áŽááśáááˇáşáá˝á˛áážáŻááźáżááŹáá˝áą (Time Management Issues)
ááťáąáŹááşá¸ááŹá¸áá˝áąáĄáá˝ááşááąáŹáˇááąáˇááŹáážáŻâáá˝áąá áááşáááŻá¸áá˝ážááşá¸áááşá¸áĄááźááşááŻááşááąáŹááşááá˛áˇ ááźááşááážáŻááşáážáŹá¸áážáŻáá˝áąáá˛áˇ áááŻááşááąá¸áááŻááşááŹááá
ášá
áá˝áąááᯠáááşááťááşááŽáĄáąáŹááşááŻááşááąáŹááşáááŹá áĄáá˝ááşááźáŽá¸ááŹá¸áá˛áˇááźáżááŹáááŻáˇááąáŹááşáááŻáááŻááşááŤáááşá
áĄááźáŹá¸áá°áá˝áąáá˛áˇ áážááŻááşá¸áážááşáážáŻáĄááąáŤáşááśá
áŹá¸áááŹáá˝áą (Comparison with Others)
áááşá
ááşááááşá¸á ááááá˝áąáá˛áˇáážááŻááşá¸áážááşááŻáśá¸ááážáŻáá˝áąááźáąáŹááˇáş Asian á ááťáąáŹááşá¸ááŹá¸áĄááťáŹá¸á
áŻáᏠáá°áááŻáˇáááŻááşáá°áááŻáˇ áá˝ááşáá°áá˝áąáá˛áˇ áážááŻááşá¸áážááşááźááˇáşáááşááźááŤáááşá áĄá˛ááŽáááŻáážááŻááşá¸áážááşááźááˇáşááźáŽá¸ áááŻááˇáşáááŻááşáááŻááş áááŻáśááąáŹááşáá°á¸áááŻáˇááśá
áŹá¸ááźáááŹááŹáááşá¸áĄáá˝ááşáááŻá¸ááŤá¸áá˛áˇááźáżááŹáá
áşááŻááŤáá˛á
ááśáˇáááŻá¸áážáŻáááážáááźááşá¸ (Lack of Support)
ááťáąáŹááşá¸ááŹá¸áá˝áąáĄááąáá˛áˇ ááááŹá¸á
áŻá áá°áááşááťááşá¸áá˝áąáá˛áˇ áááŹáá˝áąááśáááą ááŻáśááąáŹááşáá˛áˇáĄáŹá¸ááąá¸áážáŻ áááážáááŹááááşá¸ á
áááşáááŻááâá
áŽá¸á
áąáááŻááşááŤáááşá
ááŽáááŻáĄááźáąáŹááşá¸áĄááŹáá˝áąáᏠááťáąáŹááşá¸ááŹá¸áá˝áąáĄáá˝ááş á áááşááá áŽá¸áážáŻáá˝áąááźá áşá áąáááŻááşáááᯠááŹáááşááá ášá âáá˝áąáá˛áˇ áááŻááşááąá¸áááŻááşááŹááá ášá áá˝áąáááŻá፠ááťážááĄáąáŹááşáááŻááşáááŻááşááŹáááşá¸ááźá áşááŹáááŻááşááŤáááşá
ááťáąáŹááşá¸ááŹá¸áá˝áąáᏠá áááşááá áŽá¸áážáŻáááŻáĄááťáŹá¸ááŻáśá¸ááśá áŹá¸ááźáááŹááźáąáŹááˇáş áááŹááąá¸áá˛áˇá áááşááťááşá¸ááŹááąá¸ááᯠááŽááťážáĄáąáŹááşááááşá¸ááááşá¸áááŻááşáááŻáˇ áĄáąáŹááşááŤáááşá¸áááşá¸áá˝áąááᯠááąáˇááťááˇáşáááŻááşááŤáááş â
1ď¸âŁ. áĄááťáááşá
áŽááśáááˇáşáá˝á˛áážáŻ (Time Management)
- áĄááťáááşáááŹá¸áá
áşááŻáááşááąáŹááşááźáŽá¸ ááŹá¸ááťáááşáá˛áˇááąáŤááşá¸á
ááşááŹá¸ááŤá
- To-do list áá˛áˇ productivity apps áááŻáˇááᯠáĄááŻáśá¸ááźáŻááŤá
- áĄááąá¸ááźáŽá¸áá˛áˇáĄááŻááşáá˛áˇ áĄááąá¸ááŤáá˛áˇáĄááŻááşáá˝áąááąáŤáşáĄááźáąááśááźáŽá¸ áŚá¸á
áŹá¸ááąá¸áááˇáşááŹááᯠáŚá¸á
áŹá¸ááąá¸ááŤá
2ď¸âŁ. áááááááŻááşáááŻááşáááŻá
ááŻááşáážáŻ (Practicing Self-Care)
- á-á ááŹááŽááŻáśááąáŹááşá
á˝áŹ áĄáááşá
ááşá፠á
- ááťááşá¸ááŹáá˛áˇ áĄá
áŹá¸áĄááąáŹááşáá˝áąááᯠá
áŹá¸ááŤá
- á
áááşááá
áŽá¸áážáŻáááŻááťážáąáŹáˇááťáááŻááşáááˇáşáĄáŹá¸áá
áŹá¸áá˝áąááŻááşááŤá
3ď¸âŁ. á
áááşááá
áŽá¸áážáŻáˇáááŻááťážáąáŹáˇááŤá¸á
áąáá˛áˇáážáŻááşáážáŹá¸áážáŻáá˝áą (Engaging in Stress-Relief Activities)
- mindfulness, meditation (áááŻáˇáááŻááş) áĄáááşáážá°ááąáˇááťááˇáşáááşá¸áá˝áąááąáˇááťááˇáşááŤá
- áááŻááşáážá
áşáááşáá˛áˇ ááŤáááŹáá˝áą â áááşá¸ááťáŽáá˝á˛ááźááşá¸á á
áŹáááşááźááşá¸ á
áááźááˇáş ááąáŹááşáá˝ááşááŤá
- áááŹááááŹá¸ááźáŽá¸áááŻááśá
áŹá¸ááźáŽá¸ á
áááşáááŻáááşááŹá
áąááŤá
4ď¸âŁ. ááśáˇáááŻá¸áážáŻá
áá
áşáá
áşááŻáááşááąáŹááşááźááşá¸ (Building a Support System)
- ááááŹá¸á
áŻá áá°áááşááťááşá¸áá˝áąáá˛áˇ á
áááşááťáąáŹáşáá˝ážááşáážáŻááᯠááťážááąááŤá
- áááŻáĄááşáááşáááŻáááş á
áááşááťááşá¸ááŹááąá¸áááŹáážááşáá˝áąá áááşáá°áá˝ááşáá°áá˝áąáá˛áˇ áĄáááŻááşáááşááś (counselor) áá˝áąááŽá áĄááźáśááŹááşáá˛áˇáĄáá°áĄááŽáá˝áąááá°ááŤá
áĄáá°á¸áááźááˇáşááąáŹáˇ ááťáąáŹááşá¸áá˝áąáᏠá áááşááťááşá¸ááŹááąá¸áĄááąáŤáş áááˇáşááťáąáŹáşáá˛áˇáĄááąáŹááşáĄááśáˇááąá¸áááŻáˇáĄáá˝ááş áĄááąá¸ááźáŽá¸áá˛áˇáĄáááşá¸ááášááážáŹááŤáááşááąááźááŤáááşá ááŤááźáąáŹááˇáş ááťáąáŹááşá¸áá˝áąáĄááąáá˛áˇáááşá¸ ááťáąáŹááşá¸ááŹá¸áá˝áąáĄáá˝ááş á áááşááťááşá¸ááŹááąá¸áĄáááşáĄáá˛áá˝áąááᯠáá˝ááˇáşááá˝áąá¸áá˝áąá¸áááŻááşáá˛áˇ á ááŹá¸áááŻááşá¸áá˝áą ááźáŻááŻááşááąá¸ááŹá ááťáąáŹááşá¸áá˝ááşá¸ á áááşááťááşá¸ááŹááąá¸áĄááźáśááąá¸áááşááąáŹááşáážáŻáá˝áąáá˝ááˇáşáážá áşááąá¸ááŹááťááŻá¸áá˝áąááŻááşááąá¸áááˇáşááŤáááşá
áááŹááąá¸áá˛áˇ á áááşááťááşá¸ááŹááąá¸ááᯠááŽááťážáĄáąáŹááşááááşá¸ááááşá¸ááŹáᏠááŹáááşáĄáááşáĄáá˛áá˝áąáááŻáááşáááŻááşáááŻááşááŻáśáááşáááᲠáááŻáááŻááźáŽá¸ááŹá¸áá˛áˇ áááá áşááŻáááŻááŤááážáá áąáááŻááşááŤáááşá áááŻááˇáşáááŻááşáááŻááş áááŻá ááŻááşáááŻáˇáá˛áˇáĄáááŻáĄááťáąáŹááşááá áŽá¸áážáŻáá˝áąááᯠááťáąáŹáşáá˝ážáŹá¸áááŻááşáááŻáˇ á ááşáááşáááźááş ááźááŻá¸á áŹá¸ááážáŹááźá áşááŤáááşá áááŻááˇáşáááŻááşáááŻááşááŹá¸áááşááźáŽá¸ á áááşááťááşá¸ááŹááąá¸áááŻáŚá¸á áŹá¸ááąá¸ááŹá áááŹááąá¸áá˛áˇáááááŻá፠áááŻááźáŽá¸ááŹááŹáááŻááşááźáąáŹááşá¸áĄááááąá¸áááşá¸
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