Tuesday, July 31, 2012

A Policy and Structural Change in Education for a Better Tomorrow


Sri Lanka Guardian, 31/07/2012

INSIDE STORY: National Education





| by Professor N.T.S. Wijesekera

( July 30, 2012, Colombo, Sri Lanka Guardian) This article is a summary of the key points delivered at the public seminar on the theme “National Education Yesterday, Today and Tomorrow”, conducted by the University of Moratuwa Teachers’ Association (UMTA) at S De S Jayasinghe Hall, Dehiwala on 18th July 2012 (Figure 1).

Figure 1: Seminar of the University of 
Moratuwa Teachers Association at Dehiwala
Every ‘Nation’s Dream’ is to achieve the status of a ‘Great Nation’ that can stand on its own. In the quest for a great nation, a sustainable education system is indispensable. It is more so for our nation because we do not possess the commonly known valuable resources of the world except the invaluable human resource with a very high literacy rate. A sustainable education system would pave the way to produce responsible citizens, ensure ample support for the development and hence to build a strong economy. Further, a sustainable education system will positively contribute to make prudent decisions that will ensure the sustainable wellbeing of the global ecosystem at large.


Presently the University Academics are requesting the government to provide a compatible remuneration to attract the best that are moving to the industry, plus a substantial commitment from the government to enhance the status of their working facilities and upgrading the status of the students presently filtered through the primary and secondary education systems. This has been put forth as a request for the promised salary increase and for a commitment to enhance the public expenditure on education to a level of 6% of GDP. In this instance, the GDP is taken as a unit of measurement keeping to international standards. Therefore it is important not to be mistaken as 6% from GDP.

Many can raise a reasonable question as to why the University academics in this country up to now were not concerned about the sustainability of the entire education system of the country. Answer though implicit, leads to the point that at this juncture, the university academics have realised it is high time for the Sri Lankan academia to come forward and start a constructive dialogue about the core issues of the education system and appeal the nation to take a serious note of this major crisis that causes catastrophic consequences for the forthcoming generations.

Role of the University

In order to rationalise a sustainable education system, first of all, it is necessary to identify the role of a university. In the literature, a university is defined as an entity to ensure that every student, no matter the wealth of parents, has a chance to enjoy the ‘Nation's Dream’; educate the leaders in a democratic system; provide advanced learning and knowledge through faculty research and giving students the opportunity to broaden their minds even when learning does not seem immediately relevant to their careers; teach students to interact with people and appreciate the differences and diversity; and help students to find a passion and even a purpose in life. Universities of a great nation produce good workers who would earn foreign exchange with their products and services. They would also produce good graduates and leaders who would directly attract foreign exchange of international markets to provide cutting edge services and products.

Due to these characteristics, Universities in general are considered as the Backbone of a Country. In very simple terms the universities produce citizens who can exercise influence on behalf of Humanity and Civilisation.

It is no secret that for universities to thrive, academics and students who work together to achieve the aforementioned objectives are a clear necessity. Thus, a university should ideally be composed of good academics, good students, good facilities and possess a conducive-environment for education. In the remaining part of the article, aspects of academics and students who shoulder the pillars of a good higher education system are in focus.

Academics

A good university system needs to look after its academics by providing good salaries and a good supportive environment, which includes good infrastructure and good support staff. A survey carried out in July 2012 at University of Moratuwa revealed that at the present salary scales of an academic (academic positions are filled by the cream of a batch of students) who had obtained a PhD degree would get only 31% of what his or her counterpart who opted not to pursue studies, but to join and work in industry. A Senior Professor who is an Icon of Wisdom would get only 27% of what is earned by an industry parallel (Figure 2). This pathetic situation has discouraged the best graduates joining the academia. A reversing of this trend which is to attract the best graduates to join the academia is an absolute necessity. Other than this it is also necessary to incorporate measures to retain the attracted staff for the purpose of ensuring a sustainable university system contributing to the delivery of a Nation's expectations.



Figure 2: University - Industry Salary Comparison Deteriorates with Time and Experience

A comparison of international value of a university academic, from the information of the book "Paying the Professoriate" (Figure 3) indicated that the most opted greener pastures across the oceans provide much greater remuneration packages. The review of this book on the web presents a good salary comparison utilising a common indicator.

Therefore it is important that the university academics are at least given a salary compatible with the local market.

Figure 3: A Recent Book on Salary
University Facilities
When one considers the university facilities, it is evident that the infrastructure status is very poor and rapidly deteriorating. The research support is nonexistent, laboratories lack new equipment, lecture room space is inadequate and student accommodation needs refurbishment. The current financial figures from state universities reveal that per student expenditure is reducing at an alarming rate simply because the state is increasing the student numbers without increasing the commitment for infrastructure (Figure 4).

This situation creates a serious constraint in effective teaching and research delivery by a university academic when attempting to fulfil the expectations of a nation. This leads to displeasure and frustration among the academic community. Even though the salary of an academic reaches the world standards, this issue remains a great factor contributing to an Academic leaving the system. Such departures would certainly jeopardise the sustainability of the system and the dreams of a Nation.




 
 
 
Figure 4: Comparative Statistics Reflecting the Deterioration of Student Facility Availability

University Students

Looking at the situation with respect to the status of students; they are recruited from the list prepared from the results of the GCE Advanced Level examination and the Z-Scores. Only 15-17% of those who sit for the examination get qualified for university education. Many can raise the question, Aren't they the best out of the group?, Aren't they adequate to produce good graduates?

Surveys carried out among the university academics expressing their level of satisfaction on the students presently admitted as university entrants, revealed a major flaw in the attempt to achieve sustainability of the higher education and the education system as a whole. In this survey, several factors from the view point of academic staff were qualitative evaluated. The factors used in the opinion survey were: Willingness to study/learn; Students not exhausted; Conceptually sound (Knowledge of subject basics); Experienced in group work and Honestly indicating the member contributions; Good speaking and writing in university media of instructions; Experienced in using basic office-software; Good in speed reading; Having good social values; Trained in timely submission of outputs; and Having a good vocabulary. The study of a staff member sample of 45 at the University of Moratuwa revealed that while the first factor just exceeded the 50% satisfaction level of the academics, the rest were between 25% and 50%. The speed reading capability (Figure 5) has been at the lowest of expectation level. The same survey carried out with a sample of 75 staff members from the University of Sri Jayawardenapura revealed similar results.

In order to capture how the students felt about themselves nicely fitting the aspirations of the university academics, the same survey was carried out using a sample of 90 students of university of Moratuwa and the results are shown in the Figure 5. The averages of the results provide a good indicator that reflects a compromise between high staff aspirations and student psychology overvaluing the true position. These results indicate that at best the students would be reaching the 50% level of expectations and hence the primary and secondary education systems require a take a look at its roots without further delay.



 
Figure 5: The Status of University Entrants

Primary and Secondary Education

Considering the primary and secondary education system, some issues that reflect badly on the sustainability of a nation and its aspiration to become the ‘Knowledge Hub of Asia’ are; the number of teachers, teacher training, school buildings, school facilities and low staff salaries. In this connection the following factors also have been evidenced, researched and some are published in Journals.

After passing GCE Ordinary Level, typically a student takes a minimum of 4 years to enter the university. This is a time loss at prime age. At the Advanced Level, the way IT and English are taught, examined, and results are delivered to the students, reflect the care and interest taken to familiarise these two subjects. Further, more than 50% of students do not experience the grip of science as they get the knowledge without a practical exposure. In most education and administrative forums, Advanced Level subjects are recommended to be geared towards employment, without even considering the real objectives of primary and secondary education. The present Advanced Level and Ordinary Level Syllabi are attempting to cater to those who fail the examination and not for those who aspire success and further. The chaos of IT education is well reflected in a research which identified that in a survey of schools, the principals say that student computer usage is 20hrs/week while IT instructors of the same school say it is 6-10 hrs/week: Research pertaining to primary and secondary education system has also recognised that unmanageable student numbers in each class, poor management of class rooms and problems with increased subject contents are critical issues. The dependency on tuition, lack of faith in regular school teachers, negative attitudes of the parents and students on school teachers is a serious negative phenomenon that characterises the plight of the present education system. Research also has indicated that there is deterioration of math knowledge in the university entrants and this can be attributed to the reliance on private tuition system. Lack of student centred activities such as project explanations, field work, opportunity for creative work, and team work make a serious impact on the expected potential of a student reaching the university system.

A recent survey of a student's lifetime in the Ordinary Level Classes revealed that 37.5% of time is spent for system survival (such as eating and sleeping) and 55.2% is spent on education, tuition and transport for education. A similar survey indicated that Advanced Level students use 29.3% for system survival while 66.7% of time is spent for studying for examinations and travelling for education.

Only icing, no cake?

The universities are presently adjusting their curricula and coaching classes to address the issues or deficiencies that are arising from the primary and secondary education systems. In addition, the universities are also adding cosmetic programs to satisfy the industry requirement of "A readymade practitioner". However, what is important to note is that the duration of a university's academic program remains unchanged at either 3 or 4 years. Therefore it is inevitable that the University's core curricular needs to be curtailed or by this sandwich effect. Therefore it is obvious that the graduates do not obtain an education they or the country deserve. Figure 6 is an attempt to illustrate these concerns.

Figure 6: Accommodation of Deficiencies is a Threat to Quality

This creates two problems. The straightforward one is that the country does not get the desired outputs because the subject contents tend to reach below par.

The other is that the university academics find the students would require postgraduate education to carry out the kind of research required for world class competition. 

Figure 7: High Disparity between the Outputs

Since the government presently does not support postgraduate education, the most likely result would be the frustration of academic staff which inturn affect the sustenance of Higher Education System. These factors are presently in existence.

There is a huge disparity in the state expenditure for various undergraduate study programmes (Figure 7). This disparity among various programs cannot be noted in developed countries. Therefore it is important to revisit these curricula and facilities and then upgrade them to such levels that would ensure quality outputs that can match the knowledge-hub aspirations. It is good to take a close look at the foundation qualifications of administrators and planners who are yet to understand the present plight of the education system in the country. It may be prudent to provide an improved status to relevant degree programmes hoping that the outputs from such degree programs would provide a better service to the education system in the future.

There is a big problem at hand. As academics, it is time to come forward to speak out in order to save the nation and strengthen the on-going efforts by pointing out the planning and implementation deficiencies. The University academics are undoubtedly the best brains in the country that can provide the leadership to the betterment of the country's education system.

Booster Dose is a Must

The foregoing discussion clearly points to the fact that in order to ensure best academics in the national university system, it is necessary that not only the salaries are comparable but also the entire education system is revitalised.

A look at the historical public expenditure figures on education pertaining to those nearby nations and the nations that have achieved developed status revealed that such countries had gradually increased the public expenditure on education to reach a point 6% of GDP or more (Figure 8).

It is evident that our nation also requires such a system-boost to clear this big hurdle. In most countries public investment appears to decay after a peak, but this is guessed as the stepping in of private sector collaborations once the system is in place. Thus, it is quite clear that we need a booster dose in education expenditure and when the system has reached sustainability, it is possible to fearlessly open the system to private collaborative opportunities.

In conclusion, the academics and the public in general have a noble task to carryout in order to secure a sustainable education system. It is not an easy one. It is necessary to congratulate the wisdom of Sri Lankan academic community for stepping out of traditional trade union framework to provide leadership to a visionary struggle targeting the country to become a better place to live and also to become the ‘Knowledge Hub of Asia’.





Figure 8: Comparison of Input to Education as a Percentage of GDP - The System Booster

Professor Sohan Wijesekera, Senior Professor,at the Department ofDept of Civil Engineering,University of Moratuwa

Monday, July 30, 2012

Senate Committee Report on For-Profit Colleges Condemns Costs and Practices


New York Times,  Published: July 29, 2012

By 


Wrapping up a two-year investigation of for-profit colleges, SenatorTom Harkin will issue a final report on Monday — a voluminous, hard-hitting indictment of almost every aspect of the industry, filled with troubling statistics and anecdotes drawn from internal documents of the 30 companies investigated.
Alex Wong/Getty Images
Senator Tom Harkin, chairman of the Health, Education, Labor and Pensions Committee, completed a two-year investigation.
According to the report, which was posted online in advance, taxpayers spent $32 billion in the most recent year on companies that operate for-profit colleges, but the majority of students they enroll leave without a degree, half of those within four months.
“In this report, you will find overwhelming documentation of exorbitant tuition, aggressive recruiting practices, abysmal student outcomes, taxpayer dollars spent on marketing and pocketed as profit, and regulatory evasion and manipulation,” Mr. Harkin, an Iowa Democrat who is chairman of the Senate Health, Education, Labor and Pensions Committee, said in a statement on Sunday. “These practices are not the exception — they are the norm. They are systemic throughout the industry, with very few individual exceptions.”
In a statement on Sunday, the Association of Private Sector Colleges and Universities, the leading trade group of for-profit colleges, called the report “the result of a flawed process that has unfairly targeted private-sector schools and their students.”
For-profit higher education has long been a politically divisive issue, with Democrats generally arguing that greater regulation is needed to prevent huge publicly traded colleges from plundering the Treasury for student financial aid while leaving students with crippling debt and credentials that are worthless in the job market. Many Republicans see such colleges as a healthy free-market alternative to overcrowded community colleges, offering useful vocational training and education to working adults who will not attend more traditional institutions.
The Republicans on the Senate committee criticized the Democrats’ investigation for including testimony from Steve Eisman, the hedge fund manager who was one of the first to compare for-profit colleges to the subprime mortgage industry; for making public the internal company documents that the committee gathered; for refusing to broaden the investigation to include abuses by nonprofit colleges; and for being what they said was a hostile partisan effort.
Over the last 15 years, enrollment and profits have skyrocketed in the industry. Until the 1990s, the sector was made up of small independent schools offering training in fields like air-conditioning repair and cosmetology. But from 1998 to 2008, enrollment more than tripled, to about 2.4 million students. Three-quarters are at colleges owned by huge publicly traded companies — and, more recently, private equity firms — offering a wide variety of programs.
Enrolling students, and getting their federal financial aid, is the heart of the business, and in 2010, the report found, the colleges studied had a total of 32,496 recruiters, compared with 3,512 career-services staff members.
Among the 30 companies, an average of 22.4 percent of revenue went to marketing and recruiting, 19.4 percent to profits and 17.7 percent to instruction.
Their chief executive officers were paid an average of $7.3 million, although Robert S. Silberman, the chief executive of Strayer Education, made $41 million in 2009, including stock options.
With the Department of Education seeking new regulations to ensure that for-profit programs provide training for “gainful employment,” the companies examined spent $8 million on lobbying in 2010, and another $8 million in the first nine months of 2011.
The bulk of the for-profit colleges’ revenue, more than 80 percent in most cases, comes from taxpayers. The report found that many for-profit colleges are working desperately to find new strategies to comply with the federal regulation that at least 10 percent of revenue must come from sources other than the Department of Education. Because veterans’ benefits count toward that 10 percent even though they come from the federal government, aggressive recruiting of students from the military has become the norm.
The amount of available federal student aid is large and growing. The Apollo Group, which operates the University of Phoenix, the largest for-profit college, got $1.2 billion in Pell grants in 2010-11, up from $24 million a decade earlier. Apollo got $210 million more in benefits under the Post-9/11 G.I. Bill. And yet two-thirds of Apollo’s associate-degree students leave before earning their degree.
On Sunday, William Pepicello, president of the University of Phoenix, sent its 350,000 students a long e-mail warning of the criticism, and extolling the value of a Phoenix education.
On average, the Harkin report found, associate-degree and certificate programs at for-profit colleges cost about four times as much as those at community colleges and public universities.
And tuition decisions seem to be driven more by profit-seeking than instructional costs. An internal memo from the finance director of a Kaplan nursing program in Sacramento, for example, recommended an 8 percent increase in fees, saying that “with the new pricing, we can lose two students and still make the same profit.” Similarly, the chief financial officer at National American University wrote in an e-mail to executives that the university had not met its profit expectation for the summer quarter, so “as a result” it would need a midyear tuition increase.
Many of the for-profit colleges, the report found, set tuition at almost exactly what a student could expect in maximum federal aid, including Pell grants and Stafford loans. According to a Bridgepoint Education document, when a new $400 “digital materials fee” would make students pay more than would be available from federal aid, the chief executive frantically wrote an e-mail to the finance officer to complain that the change was going to cause a “shortfall.” And documents from Alta Colleges mention restructuring schedules “so we can grab more of the students’ Stafford.”
Furthermore, the report found, recruiters are often encouraged to avoid directly answering questions about costs and instead emphasize that with federal aid, student will pay little out of pocket. And costs are not easy for students to determine. A former Westwood College recruiter explained that prospective students were told that the cost was $4,800 per term, but not that there were five or six terms a year rather than the usual two or three.
At many schools, students learned only after the fact that their credits would not transfer to another college or university or qualify them for the professional licensing they sought.
Students at for-profit colleges make up 13 percent of the nation’s college enrollment, but account for about 47 percent of the defaults on loans. About 96 percent of students at for-profit schools take out loans, compared with about 13 percent at community colleges and 48 percent at four-year public universities.
Colleges with very high loan default rates in the two years after graduation (now changing to three years) lose their eligibility for federal student aid. As a result, the report found, many of the for-profit colleges try to move students having trouble with repayment into deferral or forbearance until they are past the years the government monitors.

Z-score and three idiots


FUTA says not informed about Minister’s call


The Island,   


by Dasun Edirisinghe

Federation of University Teachers’ Associations (FUTA) yesterday said that they had not been informed by official letter to report to work today (30) by the Higher Education Minister S. B. Dissanayake.

FUTA spokesman Dr. Devaka Weerakoon told ‘The Island’ that even if they were officially asked to report to work, they would not do it until a permanent solution to their demands was found.

FUTA has been on strike from July 04 demanding an annual six per cent allocation of the GDP for education, that they be consulted when taking decisions on higher education and a pay hike.

Dr. Weerakoon said that Presidential Secretary Lalith Weeratunga, too, broke his promise and they were not invited for talks at the Presidential Secretariat after the second round of talks.

"We will announce serious decisions next week on our strike," he said adding that those decisions were still being discussed by the FUTA executive committee.

The senior academic said that they conducted a seminar to educate school teachers on the matter last Saturday in Colombo.

More than 500 teachers countrywide participated in the seminar on FUTA’s invitation, he said.

Dr. Weerakoon said that their teams from Sri Jayewardenepura and Ruhuna Universities were engaged in collecting signatures for a petition against the government at Kataragama yesterday and it would continue during the Perahera season.

Secretary to the Higher Education Ministry, Dr. Sunil Jayantha Navaratne, when contacted by The Island said that they would inform FUTA officially to return to work soon.

However, FUTA had asked for a meeting with Presidential Secretary Lalith Weeratunga and the ministry would coordinate it, he said.

Sunday, July 29, 2012

FUTA spurns ministry ‘invitation’, vows to carry on strike


News

Sunday Times, 29/07/2012

View(s): 86


A defiant Federation of University Teachers Association (FUTA) said yesterday it would continue its strike despite an “invitation” from the Higher Education Minister to report to work tomorrow.FUTA spokesman Devaka Weerakoon said they would carry on their strike, until they received a positive response from the government.
He said if the minister wanted to invite the lecturers back to work, the invitation should go to the FUTA president and the lecturers should be informed. “He is simply inviting us to work like inviting us to a party,” he said.
Dr. Weerakoon was referring to the sms news alert which said “All university lecturers who are currently on strike are invited to report to work from 30th July – Higher Education Minister.”
However, he said the striking lecturers were hopeful their talks with Presidential Secretary Lalith Weeratunga would bear fruit. In response, Higher Education Ministry Secretary Sunil Jayantha Nawarathne said the text message was a humble request made by the Ministry taken in the interest of the students who had been affected by the strike action.
He said it was only a request and there would be no consequences if the lecturers did not respond to it.
But he said he hoped that as a responsible organisation, FUTA members would be present in classes tomorrow.
Meanwhile a proposed meeting between the FUTA and Public Relations Minister Mervyn Silva did not take place on Monday.
Minister Silva who was to meet FUTA President Nirmal Devasiri to discuss their demands said he was still hopeful that if FUTA officials fix a date and time for the meeting with him, a solution could be worked out.
But a FUTA official said the Minister had told them he would call them and fix an appointment but he did not do so.
Dr. Weerakoon said they would welcome Minister Silva for discussions, but they did not believe he could provide a solution to their problem.

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āļ´‍්‍āļģāˇƒාāļ¯් āļ‘āļą්. āˇ€ිāļš‍්‍āļģāļ¸āˇƒිංāˇ„ [Sunday, July 29, 2012]
āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āļ‰āļŊ්āļŊීāļ¸් āļ…āļ­āļģ āˇƒාāļ°ාāļģāļĢ āļ‘āļšāļšāļ§āļ­ිāļēෙāļą්āļąේ āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇ€ෙāļą් āļšāļģāļą āļ¸ුāļ¯āļŊ āļ¯āļŊ āļĸාāļ­ිāļš āļąිāˇ‚්āļ´ාāļ¯ිāļ­āļēෙāļą් āˇƒිāļēāļēāļ§ āˇ„āļēāļš් āļšāˇ… āļēුāļ­ුāļēි āļšිāļēāļą āļšොāļą්āļ¯ේāˇƒිāļē āˇ€ිāļ­āļģāļš් āļļāˇ€āļēි āļ‹āˇƒāˇƒ් āļ…āļ°්‍āļēාāļ´āļą āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļ´‍්‍āļģāļšාāˇ āļšāļģāļą්āļąේ. āļ”āˇ„ුāļ§ āļ…āļąුāˇ€ āļŊංāļšාāˇ€ āļ…āļ¯ āļ’ āļ†āˇƒāļą්āļąāļēāļ§āļ¸, āļ‘āˇ„ෙāļ¸āļ­් āļąැāļ­්āļ­āļ¸් āļ¯āļŊ āļĸාāļ­ිāļš āļąිāˇ‚්āļ´ාāļ¯ිāļ­āļēෙāļą් āˇƒිāļēāļēāļ§ āļ´āˇ„āļš් āļ…āļ°්‍āļēාāļ´āļąāļēāļ§ āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą āļ­āļģāļ¸් āļ¯ුāļģāļ§ āļ‡āˇ€ිāļ­් āļ‰āļą්āļąāˇ€ා. āļ’ āļ…āļ°්‍āļēාāļ´āļą āˇƒāˇ„ āļ‹āˇƒāˇƒ් āļ…āļ°්‍āļēාāļ´āļą āļ…āļ¸ාāļ­්‍āļēාංāˇ āļ¸āļœිāļą් āˇ€ෙāļą් āļšāļģāļą āļ¸ුāļ¯āļŊāļ§ āļ…āļ¸āļ­āļģāˇ€ āˇ€ෙāļąāļ­් āļ†āļēāļ­āļą āˇƒāˇ„ āļ­āļ¸ āļ¯āļģුāˇ€āļą්āļœේ āļ…āļ°්‍āļēාāļ´āļąāļēāļ§ āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą āļ¸ුāļ¯āļŊāļ­් āļ‘āļšāļ­ු āļšāļģāļ¯්āļ¯ී?

āļģāļ§āļš āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āļģāļĸāļē āˇ€ෙāļą් āļšāˇ… āļēුāļ­ු āļ¸ුāļ¯āļŊ āļœැāļą āˇƒාāļ¸ාāļą්‍āļēāļēෙāļą් āļŊෝāļšāļēේ āļ´ිāˇ…ිāļœāļ­් āļąිāļģ්āļĢාāļēāļš āļ¯ෙāļšāļš් āļ­ිāļēෙāļąāˇ€ා. āļ’ āļąිāļģ්āļĢාāļēāļš āļ¯ෙāļšෙāļą් āļ‘āļšāļš් āļ­āļ¸āļēි āļ†āļĢ්āļŠුāˇ€āļš් āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āļ¯āļŊ āļĸාāļ­ිāļš āļąිāˇ‚්āļ´ාāļ¯āļąāļēෙāļą් āˇ€ෙāļą් āļšāļģāļą āļ¸ුāļ¯āļŊේ āļ´‍්‍āļģāļ­ිāˇāļ­āļē. āļ…āļąිāļš් āļšāļģුāļĢ āļģāļĸāļēේ āļ¸ුāˇ…ු āˇ€ැāļēāļšිāļģීāļ¸්āˇ€āļŊිāļą් āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āļ†āļĢ්āļŠුāˇ€āļš් āˇ€ෙāļą් āļšāļģāļą āļ¸ුāļ¯āļŊේ āļ´‍්‍āļģāļ­ිāˇāļ­āļē āļšිāļēāļą āļ‘āļš. āļ’ āˇ„ැāļģෙāļą්āļą āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļšිāļēāļąāˇ€ා āˇ€āļœේ āļ…āļ¸āļ­āļģ āˇ€ැāļēāļšිāļģීāļ¸් āļ‘āļ­āļąāļ¯ී āļœāļĢāļąāļē āˇ€ෙāļą්āļąේ āļąෑ.

āļ­āˇ€āļ­් āļ…āļ­āļšāļ§ āļ‹āˇƒāˇƒ් āļ…āļ°්‍āļēාāļ´āļą āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļ¸ෙāˇ„ෙāļ¸ āˇƒංāļ›්‍āļēා āļšිāˇ€්āˇ€āļ­් āļ”āļē āļšිāļēāļą āļ…āļ¸āļ­āļģ āˇ€ිāļēāļ¯āļ¸ āļœāļĢāļąāļē āļšāļģāļŊා āļ­ිāļēෙāļą්āļąේ āļšොāˇ„ොāļ¸āļ¯ āļšිāļēāļŊා āļœැāļ§āļŊූāˇ€āļšුāļ­් āļ­ිāļēෙāļąāˇ€ාāļąෙ. āļ’ āˇ€āļœේ āļšිāˇƒි āˇ€ිāļēāļ¯āļ¸āļš් āļąිāˇ€ැāļģāļ¯ි āˇ€ිāļ¯ිāˇ„āļ§ āļœāļĢāļąāļē āļšෙāļģෙāļą්āļąේ āļąෑ. āļ…āļąිāļš āļ­āļ¸āļēි, āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇƒෙāˇƒු āļ†āļēāļ­āļą āˇ€ිāˇාāļŊ āˇ€ිāļēāļ¯āļ¸āļš් āļ¯āļģāļąāˇ€ා āļšිāˇ€්āˇ€āļ­් āļ’ āļ†āļēāļ­āļą āļ¸ොāļąāˇ€ාāļ¯, āļ’ āļ†āļēāļ­āļą āļ’ āˇƒāļŗāˇ„ා āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą්āļąේ āļšොāˇ„ොāļ¸āļ¯ āļšිāļēāļŊāˇ€āļ­් āļ¸ේ āļ…āļē āļ´ෙāļą්āļąāļŊා āļ¯ෙāļą්āļąේ āļąෑ.

āļ…āļ¯ āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļ‰āļ­ා āļ´ැāˇ„ැāļ¯ිāļŊිāˇ€ āˇƒāļ¸ාāļĸāļēāļ§ āļ‰āļ¯ිāļģිāļ´āļ­් āļšāļģāļŊා āļ­ිāļēෙāļąāˇ€ා āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āļ†āļĢ්āļŠුāˇ€ āˇ€ෙāļą් āļšāļģāļą āļ¸ුāļ¯āļŊ āļ¯āļŊ āļĸාāļ­ිāļš āļąිāˇ‚්āļ´ාāļ¯ිāļ­āļēේ āļ´‍්‍āļģāļ­ිāˇāļ­āļēāļš් āˇ€ිāļ¯ිāˇ„āļ§āļ­්, āļ†āļĢ්āļŠුāˇ€ේ āˇƒāļ¸āˇƒ්āļ­ āˇ€ිāļēāļ¯āļ¸ෙāˇ„ි āļ´‍්‍āļģāļ­ිāˇāļ­āļēāļš් āˇ€ිāļ¯ිāˇ„āļ§āļ­් āļ­ිāļēෙāļą්āļąේ āļ‰āļ­ාāļ¸āļ­් āļ´āˇ„āļ­ āļ…āļŠිāļēāļš āļšිāļēāļŊා. āˇ€ෙāļą āļ‘āļšāļš් āļ­ිāļēා, āļŊෝāļšāļēේ āļ¯ිāļēුāļĢු āļģāļ§āˇ€āļŊāļ§ āˇƒාāļ´ේāļš්āˇ‚āˇ€ āļļැāļŊූāˇ€āļ­් āļ‰āļ­ාāļ¸āļ­් āļąොāļ¯ිāļēුāļĢු āļģāļ§āˇ€āļŊූāļ­් āļ‡āļ­ුāļŊāļ­්āˇ€ āļšāļŊාāļ´āļēේ āļ…āļąිāļš් āļ•āļąෑāļ¸ āļģāļ§āļšāļ§āļ¸ āˇƒාāļ´ේāļš්āˇ‚āˇ€ āļļැāļŊූāˇ€āļ­් āļ’ āˇƒāļŗāˇ„ා āļŊංāļšාāˇ€ āˇ€ැāļēāļšāļģāļą āļ¸ුāļ¯āļŊ āļ‰āļ­ාāļ¸āļ­්āļ¸ āļ…āļŠුāļēි.

āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇ€ැāļēāˇ€ෙāļą āļ…āļąිāļš් āļ¸ුāļ¯āļŊ āļ†āļĢ්āļŠුāˇ€ āˇ€ැāļēāļšāļģāļą āļ‘āļšāļ§ āļ‘āļšāļ­ු āļšāˇ…ාāļ¸ āļ’āļš āˇƒිāļēāļēāļ§ āļ´āˇ„āļš් āˇ€ිāļ­āļģ āˇ€ෙāļąāˇ€ා āļšිāļēāļą āļ‘āļš āļ´ිāˇ…ිāļœāļ­්āļ­ා āļšිāļēāļŊා āˇ„ිāļ­āļ¸ුāļšෝ. āļ’ āˇ€ුāļĢāļ­් āļ’āļ­් āļ‘āļš්āļš āļ‰āļ­ාāļ¸āļ­්āļ¸ āļšැāļ´ී āļ´ේāļą āˇ€ිāˇ‚āļ¸āļ­ාāˇ€āļš් āļ‰āˇƒ්āļ¸āļ­ු āˇ€ෙāļąāˇ€ා. āļ’ āļ­āļ¸āļēි āļ¸ේ āļšිāļēāļą āļ…āļ¸āļ­āļģ āļ¸ුāļ¯āļŊ āļļāˇ„ුāļŊ āˇ€āˇāļēෙāļą් āļļෙāļ¯ී āļēāļą්āļąේ āļœ‍්‍āļģාāļ¸ීāļē āļ¯ුāļ´්āļ´āļ­් āļ‰āˇƒ්āļšෝāļŊāˇ€āļŊāļ§āˇ€āļ­් āļ¯ුāļ´්āļ´āļ­් āˇ…āļ¸āļēිāļą්āļ§āˇ€āļ­් āļąෙāļ¸ෙāļēි āļšිāļēāļą āļ‘āļš. āļ’āˇ€ා āļļෙāļ¯ී āļēāļą්āļąේ āļąාāļœāļģිāļš āˇ€ැāļŠි āļ´āˇ„āˇƒුāļšāļ¸් āļ­ිāļēෙāļą āļ´ාāˇƒැāļŊ්āˇ€āļŊāļ§. āļ‘āˇ„ෙāļ¸āļ­් āļąැāļ­්āļąāļ¸් āļąāļœāļģāļēේāļ¸ āļ­ිāļēෙāļą āļ´ුāļ¯්āļœāļŊිāļš āļ…āļ°්‍āļēාāļ´āļą āļ†āļēāļ­āļą āˇ€āļŊāļ§. āļšොāļ§ිāļą්āļ¸ āļšිāˇ€්āˇ€ොāļ­් āļ¸ේāˇ€ා āļļෙāļ¯ී āļēāļą්āļąේ āļ…āļ­āļ¸ිāļ§ āˇƒāļģු āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą්āļœේ āļ¯āļģුāˇ€āļą් āļ…āļ­āļģ āˇ€ිāļ­āļģāļēි. āļ…āļą්āļ­ිāļ¸āļ§ āļ’āļšෙāļą් āˇ€ෙāļą්āļąෙ āļ…āļ°්‍āļēාāļ´āļąāļē āļ­ුāˇ… āļ…āļ¯ āļ­ිāļēෙāļą āˇ€ිāˇ‚āļ¸āļ­ාāˇ€āļą් āļ­āˇ€āļ¯ුāļģāļ§āļ­් āˇ€ැāļŠි āˇ€ෙāļą āļ‘āļš āˇ€ිāļ­āļģāļēි.

āļ‘āļš āļ´ැāļ­්āļ­āļšිāļą් āļ¸ෙāˇ„ෙāļ¸ āļšිāļēāļą āļœāļ¸āļą් āļ­āˇ€āļ­් āļ´ැāļ­්āļ­āļšිāļą් āļ´ාāˇƒāļŊ් āļąāļŠāļ­්āļ­ු āļšāļ§āļēුāļ­ු āļ­āˇ€āļ¯ුāļģāļ§āļ­් āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āˇƒāˇ„ āļ†āļ¯ි āˇිāˇ‚්‍āļēāļēිāļą් āˇ„āļ§, āļ‘āˇ„ෙāļ¸āļ­් āļąැāļ­්āļ­āļ¸් āļ´ාāˇƒāļŊ් āˇƒංāˇ€āļģ්āļ°āļą āļšāļ¸ිāļ§ු āļ¸āļ­āļ¸ āļ´āļ§āˇ€āļą āļš‍්‍āļģිāļēාāļ¸ාāļģ්āļœ āļšිāˇ„ිāļ´āļēāļš් āļ†āļĢ්āļŠුāˇ€ āˇ€ිāˇƒිāļą් āļœāļąිāļ¸ිāļą් āļ‰āļą්āļąāˇ€ා. āļ¸ේ āļ­āļ­්āļ­්āˇ€āļē āļ¸ේ āļšිāļēāļą āˇ€ිāˇ‚āļ¸āļ­ාāˇ€ āļ­āˇ€ āļ¯ුāļģāļ§āļ­් āļ‹āļœ‍්‍āļģ āļšāļģāļą්āļąāļ§āļ­් āļ…āļ­ිāļģේāļš āļœැāļ§āļŊූ āļģාāˇිāļēāļšāļ§ āļ¸ුāļŊāļ´ුāļģāļą්āļąāļ§āļ­් āˇ„ේāļ­ු āˇ€ෙāļąāˇ€ා āļąේāļ¯?

āļ…āļ°්‍āļēාāļ´āļą āļ…āļ¸ාāļ­්‍āļēාංāˇāļē āˇ€ිāˇƒිāļą් āļąිāļšුāļ­් āļšāˇ… āļ´ාāˇƒැāļŊ් āļąāļœාāˇƒිāļ§ුāˇ€ීāļ¸ේ āļ´ාāļģ්āˇ්āˇ€āļšāļģුāˇ€āļą් āˇƒāļŗāˇ„ා āļ…āļ­්āļ´ොāļ­ āļšිāļēāļŊා āļ´ොāļ­āļš් āļ¸āļ§ āˇ…āļŸāļšāļ¯ී āļšිāļēāˇ€āļą්āļą āļŊැāļļුāļąා. āļ’ āļ´ොāļ­ෙāļą් āļšිāļēāˇ€ෙāļą්āļąේ āļ‰āˇƒ්āļšෝāļŊāˇ€āļŊāļ§ āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āļŊāļļා āļ¯ෙāļą āļ¸ුāļ¯āļŊ් āļšāˇ…āļ¸āļąාāļšāļģāļĢāļē āļšāļģāļą්āļąේ āļšොāˇ„ොāļ¸āļ¯ āļšිāļēāļą āļ‘āļš. āļ…āļ¯ āļ´ාāˇƒැāļŊ් āļ…āļ°්‍āļēාāļ´āļąāļē āļąāļŠāļ­්āļ­ු āˇ€ෙāļą්āļąෙ āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą්āļœෙāļą් āļšිāļēāļŊා āļ’āļšෙāļą්āļ¸ āļ´ේāļąāˇ€ා. āļģāļ§ේ āļąාāļœāļģිāļš āļœ‍්‍āļģාāļ¸ීāļē āļēāļą āļ¯ෙāļšොāļ§āˇƒේāļ¸ āļ‰āļą්āļą āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą්āļ§ āļ¯ුāļ´්āļ´āļ­් āļ´ොāˇ„ොāˇƒāļ­් āļˇේāļ¯āļēāļšිāļą් āļ­ොāļģāˇ€ āļ‘āļš āˇ€āļœේ āļ­āļ¸ āļ¯āļģුāˇ€ාāļœේ āļ…āļ°්‍āļēාāļ´āļąāļē āˇ€ෙāļąුāˇ€ෙāļą් āˇƒāļŊ්āļŊි āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą්āļą āļ´ුāˇ…ුāˇ€āļą්āļąāļ¸් āļ¸ේ āˇ€āļœේ āļ¯ේāļš āļŊොāļšු āļœැāļ§āļŊූāˇ€āļš් āļąෑ. āļąāļ¸ුāļ­් āļœැāļ§āļŊූāˇ€ āļ­ිāļēෙāļą්āļąේ āļ‡āļ­්āļ­ āļ­āļ­්āļ­්āˇ€āļē āļŠāļ§ āˇ„ාāļ­්āļ´āˇƒිāļą්āļ¸ āˇ€ෙāļąāˇƒ් āˇ„ිāļą්āļ¯ා.

āļģāļ§ේ āļ­ිāļēෙāļą āļ‰āˇƒ්āļšෝāļŊāˇ€āļŊිāļą් āˇƒිāļēāļēāļ§ āˇ„āļ­āˇ…ිāˇƒ් āļąāˇ€āļēāļšāļ§ āˇ€ිāļ­āļģ āļąිāˇƒි āˇƒāļąීāļ´ාāļģāļš්āˇ‚āļš āļ´āˇ„āˇƒුāļšāļ¸් āˇƒāˇ„ āļĸāļŊ āļ´āˇ„āˇƒුāļšāļ¸් āļąෑ āļšිāļēāļŊා āļ¸āˇ„ āļļැංāļšුāˇ€ āļšිāļēāļąāˇ€ා. āļ’ āļ…āļ­āļģිāļą් āˇƒිāļēāļēāļ§ āļ¯āˇ„āļēāļ­් āļ¯āˇ„ āļ…āļ§āļ­් āļ…āļ­āļģ āļ‰āˇƒ්āļšෝāļŊ āļ´‍්‍āļģāļ¸ාāļĢāļēāļšāļ§ āļ’ āļ´āˇ„āˇƒුāļšāļ¸් āļšොāˇ„ෙāļ­්āļ¸ āļąෑ. āˇ€ෛāļ¯්‍āļē āˇ€ිāļ¯්‍āļēාāˇ€ āˇƒāˇ„ āļ‰ංāļĸිāļąේāļģු āˇිāļŊ්āļ´āļē āˇƒāļŗāˇ„ා āˇƒිāˇƒුāļą් āļēොāļ¸ු āļšāˇ… āˇ„ැāļšි āļ‰āˇƒ්āļšෝāļŊ āļ­ිāļēෙāļą්āļąේ āļģāļ§ේ āļ¸ුāˇ…ු āļ´ාāˇƒāļŊ් āˇ€āļŊිāļą් āˇƒිāļēāļēāļ§ āļ¯āˇ„āļēāļš් āˇ€ිāļ­āļģ. āļ…āļ¯ āļœ‍්‍āļģාāļ¸ීāļē āļ´ාāˇƒāļŊ්āˇ€āļŊිāļą් āļļāˇ„ුāļ­āļģāļē āˇ€ැāˇ„ිāļŊා. āļ­āˇ€āļ­් āļ’āˇ€ා āˇ€ැāˇ„ෙāļ¸ිāļą් āļēāļąāˇ€ා. āļąāļœāļģāļļāļ¯ āļĸāļąāļ´‍්‍āļģිāļē āļ´ාāˇƒāļŊ් āļšිāˇ„ිāļ´āļēāļš් āˇƒāļŗāˇ„ා āˇ€ිāˇාāļŊ āļ­āļģāļœāļšාāļģීāļ­්āˇ€āļēāļš් āļ‡āļ­ිāˇ€ෙāļŊා āļ­ිāļēෙāļą්āļąේ āļ…āļ°්‍āļēාāļ´āļąāļēේ āļ­ිāļēෙāļą āļ¸ේ āˇ€ිāˇ‚āļ¸āļ­ාāˇ€ āļąිāˇƒා.

āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇƒāļ¸්āļ´āļ­් āļļෙāļ¯ී āļēāļą āˇ€ිāļ¯ිāˇ„ āļąිāˇ€ැāļģāļ¯ිāļąāļ¸්, āļ’āļš āļ…āˇƒාāļ°ාāļģāļĢ āļąැāļ­්āļąāļ¸්, āļšāˇ€āļ¯ාāˇ€āļ­් āļ¸ේ āˇ€āļœේ āļ¯ෙāļēāļš් āˇ€ෙāļą්āļąෙ āļąෑāļąෙ. āļĸāļąāļ´‍්‍āļģිāļē āļ´ාāˇƒāļŊ්āˇ€āļŊ āļ´āˇ…āļ¸ුāˇ€ෙāļąි āˇ€āˇƒāļģāˇ€āļŊāļ§ āļ­āļ¸āļą්āļœේ āļ¯āļģුāˇ€ා āļ‡āļ­ුāļŊ් āļšāļģāļą්āļą āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āļ…āļ­āļģ āļ¸ේ āˇ€āļœේ āˇƒāļ§āļąāļš් āļ‡āļ­ිāˇ€ෙāļŊා āļ­ිāļēෙāļą්āļąේ āļ’ āļąිāˇƒා. āˇිāˇ‚්‍āļēāļ­්āˇ€ āˇ€ිāļˇාāļœāļē āˇ€āļœේ, āˇ„ොāļŗ āļ‰āˇƒ්āļšෝāļŊāˇ€āļŊāļ§ āˇ…āļ¸āļēිāļą් āļ­ෝāļģāļą āˇ€ිāļˇාāļœ āˇƒāļŗāˇ„ා āļ…āļ¯ āļ‹āļœ‍්‍āļģ āˇƒāļ§āļąāļš් āļ‡āļ­ිāˇ€ෙāļŊා āļ­ිāļēෙāļą්āļąෙāļ­් āļ’āļšāļēි. āļ…āļą්āļ­ිāļ¸ේāļ§ āˇ€ෙāļą්āļąේ āˇ€ිāļ¯ුāˇ„āļŊ්āļ´āļ­ි āˇ€āļģāļēාāļ§āˇ€āļ­් āļ´ාāļŊāļąāļē āļšāļģāļą්āļą āļļැāļģි āļ­āļģāļ¸āļ§ āļ¸ේ āļšිāļēāļą āļĸāļąāļ´‍්‍āļģිāļē āļ´ාāˇƒāļŊ් āˇ€ිāˇාāļŊ āˇ€ෙāļą āļ‘āļš. āļ­āļ¸āļą්āļœේ āļ´ාāˇƒāļŊේ āļ‰āļœāļąāļœāļą්āļą āˇƒිāˇƒුāļą් āļšāˇ€ුāļ¯ āļšිāļēāļą āļ‘āļš āˇ€ිāļ¯ුāˇ„āļŊ්āļ´āļ­ි āˇ€āļģāļēාāļ­් āļœුāļģුāˇ€āļģුāļąුāļ­් āļąොāļ¯āļą්āļą āļ­āļģāļ¸āļ§ āˇƒිāˇƒුāļą් āˇƒāˇ„ āļœුāļģුāˇ€āļģුāļą් āļ…āļ­āļģ āļ­ිāļēෙāļą āˇƒāļ¸්āļļāļą්āļ°āļē āļˆāļ­් āˇ€ෙāļą āļ‘āļš.

āļ¸ේāļ­් āļ‘āļš්āļš āˇƒිāļ¯ුāˇ€āļą āļ­āˇ€āļ­් āļ¯ෙāļēāļš් āļ­āļ¸āļēි āˇ„ැāļ­ැāļ´්āļ¸ āļ­ිāˇ„ āˇ„āļ­āˇ…ිāˇ„āļš āļ¯ුāļģ āļ‰āļŗāļą් āˇ…āļ¸āļēි āļąāļœāļģāļēේ āļ´ාāˇƒāļŊ්āˇ€āļŊāļ§ āļ‡āļ¯ිāļŊා āļ‘āļą āļ‘āļš. āļ’āļšāļ§ āļ­āļ¸āļēි āļ¯ැāļą් āļ´ාāˇƒāļŊ් āˇ€ෑāļą් āļģāļŽ āļš‍්‍āļģāļ¸āļē āļ‡āļ­ිāˇ€ෙāļŊා āļ­ිāļēෙāļą්āļąේ. āļ­āļ¸āļą්āļœේ āļ¯āļģුāˇ€ාāˇ€ āļ´ාāˇƒāļŊ් āˇ€ෑāļą් āļģāļŽāļēāļš āļēāˇ€āļą්āļą āˇ€ුāļĢāļ­් āļ¯ෙāļ¸āˇ€්āļ´ිāļēෙāļš් āļ¸ාāˇƒිāļšāˇ€ āˇ€ිāˇාāļŊ āļ¸ුāļ¯āļŊāļš් āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą්āļą āļ•āļąෙ. āļ’āļ­් āļ‘āļš්āļšāļ¸ āļ­āˇ€āļ­් āļ…āļ­ිāļģේāļš āļœැāļ§āļŊූ āļģාāˇිāļēāļš් āļ’ āļ¸āļœිāļą් āˇƒිāļ¯ුāˇ€ෙāļąāˇ€ා. āļąāļœāļģāˇ€āļŊ āļ­āļ¯āļļāļ¯āļē āˇ€ැāļŠි āˇ€ෙāļą āļ‘āļšāļēි āˇ€ාāļēු āļ¯ූāˇ‚āļĢāļē āˇ€āļœේ āļ¯ේāˇ€āļŊ් āˇ€ැāļŠි āˇ€ෙāļą āļ‘āļšāļēි āļ’ āļ…āļ­āļģ āļ´‍්‍āļģāļ°ාāļąāļēිි.

āļ¸ොāļą āļ¯ේ āˇ€ුāļĢāļ­් āļ­āļ¸āļą්āļœේ āļ¯āļģුāˇ€āļą්āļ§ āˇ„ොāļŗ āļ…āļ°්‍āļēාāļ´āļąāļēāļš් āļŊāļļා āļ¯ෙāļą්āļą āļ•āļąෙ āļšිāļēāļŊා āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āļšāļŊ්āļ´āļąා āļšāļģāļąāˇ€ා. āļ’ āˇ„ිāļą්āļ¯ා āļ­āļ¸āļēි āļ¸ොāļą āˇ„ෝ āˇ€ිāļ¯ිāˇ„āļšිāļą් āˇƒāļŊ්āļŊි āˇ„ොāļēāļŊා āļ’ āˇƒāļŗāˇ„ා āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą්āļą āļ”āˇ€ුāļą් āļ´ෙāˇ…āļšෙāļą්āļąෙ. āļ¯ේāˇāļ´ාāļŊāļą āļ¯ැāļą āˇ„ැāļŗුāļąුāļ¸්āļšāļ¸් āļ†āļ¯ිāļē āļˇාāˇ€ිāļ­ āļšāļģāļ¸ිāļą් āˇ…āļ¸āļēි āˇ„ොāļŗ āļ‰āˇƒ්āļšෝāļŊāˇ€āļŊāļ§ āļ¯ාāļœāļą්āļą āļ”āˇ€ුāļą් āļ‹āļ­්āˇƒාāˇ„ āļšāļģāļą්āļąෙāļ­්. āļšුāļ¸āļą āˇ„ෝ āˇ€ිāļ¯ිāˇ„āļšිāļą් āˇƒāļŊ්āļŊි āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą්āļą āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą් āļ´ෙāˇ…āļšුāļĢා āļšිāļēāļŊා āļ’ āļ¯ේ āļ´āˇ€āļ­්āˇ€ාāļœෙāļą āļēāļą āļ‘āļš āļąෙāļ¸ෙāļēි āˇ€āļœāļšීāļ¸් āˇƒāˇ„āļœāļ­ āļ†āļĢ්āļŠුāˇ€āļš් āļšāļģāļą්āļą āļ•āļąෙ. āļģāļ§ේ āļ­ිāļģāˇƒාāļģ āˇƒංāˇ€āļģ්āļ°āļąāļē āˇƒāļŗāˇ„ා āļ’ āļ­ුāˇ…ිāļą් āˇ„ොāļŗāļš් āˇ€ෙāļą්āļąෙāļ­් āļąෑ.

āļ¸ේ āˇ€්‍āļēාāļšූāļŊ āļš‍්‍āļģāļ¸āˇ€ේāļ¯āļē āļ­ුāˇ… āļ‰āˇƒ්āˇƒāļģāˇ„āļ§ āļēāļą්āļą āļ´ුāˇ…ුāˇ€āļą් āļēāļ¸āļš්āļšāļ¸āļš් āļ­ිāļēෙāļą āļ¯ෙāļ¸āˇ€්āļ´ිāļēāļą්āļœෙ āļ¯āļģුāˇ€āļą්āļ§ āˇ€ිāļ­āļģāļēි. āļ‡āļ­ි āļąැāļ­ි āļ´āļģāļ­āļģāļē āļąැāļ­ි āļšāļģāļą්āļą āļļැāļģිāļąāļ¸් āļ…āļ°්‍āļēාāļ´āļąāļē āˇ€āļœේ āļ¯ේāˇ€āļŊ් āļ­ුāˇ… āˇƒāļ¸ාāļąāļ­්āˇ€āļēāļš් āļ‡āļ­ිāļšāļģāļą්āļą āļģāļĸāļēāļ¸ āļ¸ැāļ¯ිāˇ„āļ­් āˇ€ෙāļą්āļą āļ•āļąෙ āļšිāļēāļŊා āļ…āļ´ි āļšිāļēāļą්āļąේ āļ¸ේ āˇ„ිāļą්āļ¯ා. āļ¯āļŊ āļĸාāļ­ිāļš āļąිāˇ‚්āļ´ාāļ¯ිāļ­āļēෙāļą් āˇƒිāļēāļēāļ§ 1.86āļš් āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇ€ිāļēāļ¯āļ¸් āļšāļģāļŊා āļ¸ේ āļ¯ේ āļšāļģāļą්āļą āļļෑ.

āļ‡āļ¸āļ­ිāˇ€āļģāļēාāļœේ āļ´‍්‍āļģāļšාāˇāļēේ āļ­ිāļēෙāļą āļ…āļģ්āļŽāļē, āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āļ‰āļŊ්āļŊීāļ¸් āļ”āļš්āļšොāļ¸ āļ…āˇƒාāļ°ාāļģāļĢāļēි. āˇƒාāļ°ාāļģāļĢāļąāļ¸් āļ’ āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇ€ැāļēāļšāļģāļą āļ¸ුāļ¯āļŊ āˇ€ැāļŠි āļšāļģāļą්āļą āļšිāļēāļą āļ‰āļŊ්āļŊීāļ¸ āˇ€ිāļ­āļģāļēි. āļ’āļšāļ­් āļ…āļ¯ āˇ€āļąāˇ€ිāļ§ āˇƒāļ¸්āļ´ූāļģ්āļĢ āļąිāˇƒා āļ­āļ¸āļąුāļ­් āļ†āļĢ්āļŠුāˇ€āļ­් āļ…āļŊූāļ­ිāļą් āļšිāˇƒිāļ¸ āļ¯ෙāļēāļš් āļšāļģāļą්āļą āļ…āˇ€āˇ්‍āļē āļąෑ āļšිāļēāļą āļ‘āļšāļąෙ. āļ¸ේ āˇ€āļœේ āļ­āļ­්āļ­්āˇ€āļēāļš් āļ­ුāˇ… āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āļ…āļģāļœāļŊāļē āļ‰āļ¯ිāļģිāļēāļ§ āļœෙāļąāļēāļą්āļą āˇ„ැāļšිāļēාāˇ€āļš් āļ­ිāļēෙāļąāˇ€ාāļ¯?

āļ¸ූāļŊිāļš āļ¯ේ āļ­āļ¸āļēි, āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āļ‰āļŊ්āļŊීāļ¸් āļšිāļēāļŊා āļ‹āˇƒāˇƒ් āļ…āļ°්‍āļēාāļ´āļą āļ‡āļ¸āļ­ි āˇ€āļģāļēා āļģāļ§āļ§ āļ´‍්‍āļģāļšාāˇ āļšāļģāļ¸ිāļą් āļ‰āļą්āļą āļœොāļŠāļš් āļ¯ේāˇ€āļŊ් āˇ€ැāļģāļ¯ිāļēි. āļ”āˇ„ු āˇ€ෙāļŊාāˇ€āļš āļšිāļēāļąāˇ€ා āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļšිāļēāļąāˇ€ාāļŊූ āļ­āļ¸āļą්āļœේ āˇ…āļ¸āļēිāļą්āļ§ āˇිāˇ‚්‍āļēāļ­්āˇ€ āļ¯ෙāļšāļš් āļ¯ෙāļą්āļą āļšිāļēāļŊා. āļ…āļ´ි āļ‡āļ¸āļ­ිāˇ€āļģāļēාāļœෙāļą් āļ…āˇ„āļą්āļąේ āļ…āļ´ි āļšāˇ€āļ¯්āļ¯ āļšොāˇ„ේāļ¯ිāļ¯ āļ”āˇ„ොāļ¸ āļ¯ෙāļēāļš් āļšිāļēāļŊා āļ­ිāļēෙāļą්āļąේ āļšිāļēāļŊා. āļ¸ේāˇ€ා āˇƒāļ¸්āļ´ූāļģ්āļĢāļēෙāļą් āˇ€ැāļģāļ¯ි. āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļ‰āļ­ාāļ¸āļ­් āļ´ැāˇ„ැāļ¯ිāļŊිāˇ€ āˇƒāˇ„ āˇƒāļģāļŊāˇ€ āļ­āļ¸āļą්āļœේ āļ‰āļŊ්āļŊීāļ¸් āļ‰āļ¯ිāļģිāļ´āļ­් āļšāļģāļŊා āļ­ිāļēෙāļąāˇ€ා. āļ’ āļąිāˇƒා āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļģāļ§āļ§ āļšිāļēāļą āļ¸ේ āļļොāļģු āļ”āˇ„ු āļ…āļąāˇ€āļļෝāļ°āļēෙāļą් āļšිāļēāļą āļ’āˇ€ා āļšිāļēāļŊා āˇ„ිāļ­āļą්āļąāļ­් āļļෑ.

āļ…āļ¯ āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļšāļģāļą්āļąේ āļ­āļ¸āļą්āļœේāļ¸ āļ…āļ¸ාāļ­්‍āļēාංāˇāļēේ āˇƒේāˇ€āļē āļšāļģāļą āļ†āļ ාāļģ්āļēāˇ€āļģු āļ…āˇ€āļĨාāˇ€āļ§ āļŊāļš් āļšāļģāļą āļ‘āļš. āˇ„āļģිāļąāļ¸් āļ”āˇ„ු āļšāļģāļą්āļą āļ•āļąෙ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļ†āļģāļš්āˇ‚ා āļšāļģāļą āļœāļ¸āļą් āļ­āļ¸āļąුāļ­් āļ†āļģāļš්āˇ‚ා āˇ€ෙāļą āļ‘āļš. āļ‡āļ¸āļ­ිāˇ€āļģāļēාāļœේ āļ¸ේ āļš‍්‍āļģිāļēා āļ´āļ§ිāļ´ාāļ§ිāļē āˇ„ොāļŗāļ§ āļ¯āļą්āļą āļąිāˇƒා āļ­āļ¸āļēි āļ†āļ ාāļģ්āļēāˇ€āļģු āļ¸ේ āļ…āļģāļœāļŊāļēේāļ¯ී āļĸāļąාāļ°ිāļ´āļ­ි āļŊේāļšāļ¸්āˇ€āļģāļēා āļšෙāļģේ āˇ€ැāļŠි āˇ€ිāˇ්āˇ€ාāˇƒāļēāļ­් āļ­ිāļļ්āļļෙāļ­්. āļ‡āļ¸āļ­ිāˇ€āļģāļēා āļ‘āļš්āļš āļ­ිāļļුāļĢු āˇƒාāļšāļ ්āļĄාāˇ€āļŊāļ§ āˇ€āļŠා āļ’ āˇƒාāļšāļ ්āļĄා āˇƒාāļģ්āļŽāļšāļ­් āˇ€ුāļĢා. āļ‘āļš āļ´ැāļ­්āļ­āļšිāļą් āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļ‰āļŊ්āļŊāļą āˇ„ැāļ¸ āļ¯ෙāļēāļš්āļ¸ āļ¸āˇ„ිāļą්āļ¯ āļ ිāļą්āļ­āļąāļē āļ‡āļ­ුāˇ…ෙ āļ­ිāļēෙāļą āļ¯ේāˇ€āļŊ්. āļ­āˇ€āļ­් āļ…āļ­āļšිāļą් āļ¸ේ āļ¯ේāˇ€āļŊ් āļšāļģāļŊා āļģāļ§ේ āļ…āļ°්‍āļēාāļ´āļąāļē āļ¯ිāļēුāļĢු āļšāˇ…ොāļ­් āļ’ āļ´‍්‍āļģāˇƒංāˇාāˇ€āļ­් āļ†āļĢ්āļŠුāˇ€āļ§āļ¸āļēි. āļ¸ොāļą āˇ„ේāļ­ුāˇ€āļš් āļąිāˇƒා āˇ„āļģි āļĸāļąාāļ°ිāļ´āļ­ි āļŊේāļšāļ¸්āˇ€āļģāļēා āļ¸ේ āļ´‍්‍āļģāˇ්āļąāļē āļœැāļą āļ¯ැāļš්āˇ€ූ āˇƒැāļŊāļšිāļŊ්āļŊ āļ¸ේ āˇ€āļąāˇ€ිāļ§ āļ§ිāļš āļ§ිāļš āļ…āļŠුāˇ€ෙāļ¸ිāļą් āļ­ිāļēෙāļąāļļāˇ€ āļ´ේāļąāˇ€ා. āļšොāˇ„ොāļ¸ āˇ€ුāļĢāļ­් āļ†āļ ාāļģ්āļēāˇ€āļģු āļ¸ේ āļ…āļģāļœāļŊāļēāļ§ āļ‘āˇ…āļšුāļąේ āļŊොāļšු āˇ€ිāˇ්āˇ€ාāˇƒāļēāļšිāļą් āˇ„ා āˇāļš්āļ­ිāļēāļšිāļą් āļēුāļ­ුāˇ€. āļ’ āļąිāˇƒා āļ¸ේ āļ…āļģāļœāļŊāļē āļąිිāˇƒි āˇ€ිāˇƒāļŗුāļ¸āļš් āļŊැāļļෙāļąāļ­ුāļģු āļ‰āļ¯ිāļģිāļēāļ§ āļœෙāļąāļēāļą්āļąāļēි āļ…āļ´ි āļšāļŊ්āļ´āļąා āļšāļģāļą්āļąේ.

āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āˇ€ෙāļą් āļšāļģāļą āļ´‍්‍āļģāļ­ිāļ´ාāļ¯āļą āļ¯ිāļąෙāļą් āļ¯ිāļą āļ…āļŠු āˇ€ෙāļ¯්āļ¯ි āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļšāļŊ්āļ´āļąා āļšāļģāļą්āļą āļœāļ­්āļ­ා āļ¸ෙāˇ„ෙāļ¸ āˇ€ෙāļą්āļąේ āļ‡āļēි āļšිāļēāļą āļ‘āļšāļ­් āļŊැāļļෙāļą āļ´‍්‍āļģāļ­ිāļ´ාāļ¯āļą āļ´āˇ€ා āļēāļą්āļąෙ āļšොāˇ„ෙāļ§āļ¯ āļšිāļēāļą āļ‘āļšāļ­් āļœැāļą. āļ¸ොāļšāļ¯ āļ†āļĢ්āļŠුāˇ€ āļšිāļēāļą්āļąේ āļ­āļ¸āļą් āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āˇƒāļŗāˇ„ා āˇ€ෙāļą්āļšāļģāļą āļ¸ුāļ¯āļŊ āˇ€ැāļŠි āļšāˇ…ා āļšිāļēāļŊāļąේ. āļ†āļĢ්āļŠුāˇ€ āˇ€ිāļēāļ¯āļ¸් āļšāļģāļą āļ¸ුāļ¯āļŊ āˇƒāļ¸āˇ„āļģāˇ€ිāļ§ āļģුāļ´ිāļēāļŊ්āˇ€āļŊිāļą් āļ‰āļ­ා āˇƒුāˇ…ු āˇ€āˇāļēෙāļą් āˇ€ැāļŠි āˇ€ෙāļą්āļą āļ´ුāˇ…ුāˇ€āļą්. āļ’āļ­් āļ¸ේ āļ…āˇ€ුāļģුāļ¯ු āļšිāˇ„ිāļ´āļē āļ­ුāˇ… āļģුāļ´ිāļēāļŊේ āˇ€āļ§ිāļąාāļšāļ¸ āļ¯āˇ€āˇƒිāļą් āļ¯āˇ€āˇƒ āļ…āļŠු āˇ€ුāļĢා. āļ’ āˇ€āļœේ āļ­āļ­්āļ­්āˇ€āļēāļš āļģුāļ´ිāļēāļŊ āļ´āˇ„āļ­āˇ€ැāļ§ීāļ¸āļ§ āˇƒාāļ´ේāļš්āˇ‚āˇ€ āļ¸ේ āļ´‍්‍āļģāļ­ිāļ´ාāļ¯āļą āˇ€ැāļŠි āļąොāˇ€ුāļąොāļ­් āˇ€ෙāļą්āļąෙ āļ­ිāļļුāļĢාāļ§āļ­් āˇ€āļŠා āļ´‍්‍āļģāˇ්āļąāļē āļ‹āļœ‍්‍āļģ āˇ€āļą āļ‘āļš. āļ…āļąිāļš් āļšāļģුāļĢ āļ­āļ¸āļēි āļ¸ේ āļšාāļŊāļē āļ­ුāˇ… āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊāˇ€āļŊāļ§ āļļāļŗāˇ€ාāļœāļ­් āˇƒිāˇƒුāļą් āļ´‍්‍āļģāļ¸ාāļĢāļē āļ…āˇ€ුāļģුāļ¯්āļ¯ෙāļą් āļ…āˇ€ුāļģුāļ¯්āļ¯āļ§ āˇ€ිāˇාāļŊāˇ€āˇāļēෙāļą් āˇ€ැāļŠි āˇ€ී āļ­ිāļļීāļ¸. āļ¸ේāļ­් āļ‘āļš්āļš āļ‰āļ­ා āļ´ැāˇ„ැāļ¯ිāļŊිāˇ€ āļ¯āļšිāļą්āļą āļ­ිāļēෙāļą āļšāļģුāļĢāļš් āļ­āļ¸āļēි, āļ‘āļš් āˇිāˇ‚්‍āļēāļēෙāļš්āļœේ āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļŗāˇ„ා āļ†āļĢ්āļŠුāˇ€ āˇ€ැāļē āļšāļģāļą āļ¸ුāļ¯āļŊ āˇ„ැāļ¸ āļ…āˇ€ුāļģුāļ¯්āļ¯āļšāļ¸ āˇීāļ‍්‍āļģāļēෙāļą් āļ´āˇ„āļ­ āˇ€ැāļ§ෙāļ¸ිāļą් āļ­ිāļļීāļ¸.

āļ†āļ ාāļģ්āļēāˇ€āļģāļēෙāļš්āļ§ āļŊැāļļෙāļą āˇ€ැāļ§ුāļ´ āļ´ාāˇƒāļŊ් āļœුāļģුāˇ€āļģāļēෙāļš්āļ§ āˇ„āļģි āļ­āˇ€āļ­් āˇƒāļ¸āˇ„āļģ āļģāļĸāļēේ āˇƒේāˇ€āļšāļēෙāļš්āļ§ āˇ„āļģි āļŊැāļļෙāļą āˇ€ැāļ§ුāļ´āļ§ āˇ€āļŠා āˇ€ැāļŠි āˇ€ෙāļą්āļą āļ´ුāˇ…ුāˇ€āļą්. āļąāļ¸ුāļ­් āļ´‍්‍āļģāˇ්āļąāļē āļ­ිāļēෙāļą්āļąේ āļ¸ේ āˇ€ිāļ¯ිāˇ„āļ§ āļœිāļēොāļ­් āļœුāļĢාāļ­්āļ¸āļš āļ…āļ­ිāļą් āļ‰āˇ„āˇ… āļœුāļģුāˇ€āļģāļēෙāļš් āļļāļŗāˇ€ාāļœāļą්āļąāˇ€āļ­් āļ’ āˇ€āļœේ āļšෙāļąෙāļš් āļģāļŗāˇ€ාāļœāļą්āļąāˇ€āļ­් āļļැāļģි āˇ€ෙāļą āļ‘āļš. āļ¸ොāļšāļ¯ āļ¸ේ āļ…āļē āļŠāļ§ āˇƒාāļ´ේāļš්āˇ‚āˇ€ āļ‰āļ­ාāļ¸ āˇ€ිāˇාāļŊ āˇ€ැāļ§ුāļ´āļš් āˇ„āļ¸්āļļāˇ€ෙāļą āļŊංāļšාāˇ€ේāļ¸ āļ´ෞāļ¯්āļœāļŊිāļš āļ†āļēāļ­āļąāļēāļšāļ§ āˇ„āļģි āļ‘āˇ„ෙāļ¸āļ­් āļąැāļ­ිāļąāļ¸් āļ¸āˇ„ āļļැංāļšුāˇ€ āˇ€āļœේ āļ†āļēāļ­āļąāļēāļšāļ§ āˇ„āļģි āˇ€ිāļ¯ේāˇ āļģැුāļšිāļēාāˇ€āļšāļ§ āˇ„āļģි āļēāļą්āļą āļ´ෙāˇ…āļšෙāļą āļąිāˇƒා. āļ´ාāˇƒāļŊ් āļœුāļģුāˇ€āļģුāļą්āļœේ āļ­āļ­්āļ­්āˇ€āļēāļ­් āļ•āļšāļēි. āļ­āļ¸āļą්āļ§ āļŊැāļļෙāļą āļ´āļŠිāļē āļĸීāˇ€āļ­් āˇ€ෙāļą්āļą āļ¸āļ¯ිāˇ€ෙāļ¯්āļ¯ි āļ’ āļ…āļē āļœොāļŠāļš් āˇ€ෙāļŊාāˇ€āļ§ āļšāļģāļą්āļąේ āļ…āļ¸āļ­āļģ āļ´ංāļ­ි āļ´āˇ€āļ­්āˇ€āļą āļ‘āļš. āļ¸ේāļ­් āļ‘āļš්āļš āļ­āļ¸āļą්āļœේ āļ¯ැāļąුāļ¸ āļ¯ිāļēුāļĢු āļšāļģ āļœāļą්āļąāļ­්, āļ´āˇ„ුāˇ€āļ¯ා āļšāļģāļą්āļą āļ­ිāļēෙāļą āļ´ාāļŠāļ¸් āˇƒāļŗāˇ„ා āļŊැāˇ„ැāļ­්āļ­ි āˇ€ෙāļą්āļąāļ­් āļœුāļģුāˇ€āļģāļēාāļ§ āļ­ිāļēෙāļą āļšාāļŊāļē āļ…āˇ„ිāļ¸ි āˇ€ෙāļąāˇ€ා āˇ€ිāļ­āļģāļš් āļąෙāļ¸ෙāļēි āļ”āˇ„ුāļœේ āļ‘āļ¯ිāļąෙāļ¯ා āļĸීāˇ€ිāļ­āļēāļ­් āˇ€ෙāˇ„ෙāˇƒāļšාāļģී āˇ€ෙāļąāˇ€ා. āļ…āļą්āļ­ිāļ¸āļ§ āˇ€ෙāļą්āļąෙ āļ”āˇ„ුāļ§ āļ´ාāˇƒැāļŊāļ§ āļœිāˇ„ිāļą් āļąිāˇ€ැāļģāļ¯ි āˇ€ිāļ¯ිāˇ„āļ§ āļ‹āļœāļą්āļąāļą්āļą āļ´āˇ€ා āļąොāˇ„ැāļšි āˇ€āļą āļ‘āļš.

āļ…āļąිāļš āļ­āļ¸āļēි, āļ…āļ°්‍āļēාāļ´āļąāļē āˇƒāļ¸්āļ´ූāļģ්āļĢāˇ€āˇāļēෙāļą් āļ§ිāļēුāˇ‚āļąී āļšāļģāļĢāļē āˇ€ීāļ¸āļ­් āļ‘āļš්āļš āļ´āļģිāļ´ූāļģ්āļĢ āˇිāˇ‚්‍āļēāļēෙāļš් āˇ„ැāļ§ිāļēāļ§ āļ¯ිāļēුāļĢුāˇ€ෙāļą්āļą āˇිāˇ‚්‍āļēāļēාāļ§ āļ­ිāļēෙāļą āļ…āˇ€āˇƒ්āļŽාāļ­් āļ…āˇ„ිāļ¸ි āˇ€ෙāļąāˇ€ා. āļ¸ොāļšāļ¯ āļ¸ේ āˇ€ිāļ¯ිāˇ„āļ§ āļ…āˇ„ිāļ¸ිāˇ€āļą්āļąේ āļ”āˇ„ුāļ§ āļ´ොāļ­āļ´āļ­ āļšිāļēāˇ€ා, āļŊෝāļšāļē āˇ€ිāļ¸āļģ්āˇ‚āļĢāļē āļšāļģāļ¸ිāļą්, āˇ„ිāļ­ා āļ¸āļ­ා āˇƒ්āˇ€්‍āļēංāļ…āļ°්‍āļēāļąāļē āļ¸āļœිāļą් āļ¯ැāļąුāļ¸ āļœොāļŠāļąāļœාāļœāļą්āļą āļ­ිāļēෙāļą āļ…āˇ€āˇƒ්āļŽාāˇ€āļą්. āļ’ āˇ€ිāļ­āļģāļš් āļąෙāļ¸ෙāļēි āˇාāļģීāļģිāļš āˇƒෞāļ›්‍āļē āļēāˇ„āļ´āļ­් āļŊෙāˇƒ āļąāļŠāļ­්āļ­ු āļšāļģ āļœāļąිāļ¸ිāļą් āļš‍්‍āļģීීāļŠාāˇීāļŊීāˇ€ āļœāļ­āļšāļģāļą්āļą āļ”āˇ„ුāļ§ āļ…āˇ€āˇƒ්āļŽාāˇ€āļš් āˇිāˇ‚්‍āļēāļēිāļą්āļ§ āļąැāļ­ි āˇ€ෙāļąāˇ€ා.

āˇƒāļ¸āˇƒ්āļ­ āļ…āļ°්‍āļēාāļ´āļąāļē āļ­ුāˇ… āļ­ිāļēෙāļą āļ¸ේ āļ…āˇ€ුāļŊ āˇƒුāˇ…ුāˇ€ෙāļą් āˇ„āļģි āļŊිāˇ„ාāļœāļą්āļą āļ…āļ°්‍āļēාāļ´āļąිāļš āļ´‍්‍āļģāļ­ිāˇƒංāˇƒ්āļšāļģāļĢāļ­් āļēāļ¸්āļ­ාāļš් āļ¯ුāļģāļ§ āˇ€ැāļ¯āļœāļ­් āˇ€ෙāļąāˇ€ා āļąේāļ¯?

āļ’āļšāļ­් āˇ€ැāļ¯āļœāļ­් āļ¯ෙāļēāļš් āļ­āļ¸āļēි. āļ’āļ­් āļ’ āļ”āļš්āļšොāļ§āļ¸ āļšāļŊිāļą් āļšāļģāļą්āļą āļ•āļąෙ āļ…āļ°්‍āļēාāļ´āļąāļē āļ­ුāˇ… āļ…āˇ€ුāļŊāļš් āļ­ිāļēෙāļąāˇ€ා āļšිāļēāļŊා āļ´ිāˇ…ිāļœāļą්āļą āļ‘āļš.

āˇ€ිāˇේāˇ‚āļēෙāļą් āļ¸ූāļŊිāļš āļ…āļ°්‍āļēාāļ´āļąāļēේ āļ´āļģāļ¸ාāļģ්āļŽāļē āˇ€ෙāļą්āļą āļ•āļąෙ āˇ„ොāļŗිāļą් āļŊෝāļšāļē āļ¯āļšිāļą āļ¯āļš්āˇ‚ āļ´ුāļģāˇ€ැāˇƒිāļēāļą් āļœොāļŠ āļąāļœāļą āļ‘āļš. āļ‘āˇ„ෙāļ¸ āļąැāļ­ිāˇ€ āˇ€ෛāļ¯්‍āļē āˇ€āļģāļēෙāļš්āˇ€āļ­් āļ‰ංāļĸිāļąේāļģුāˇ€ෙāļš්āˇ€āļ­් āļœොāļŠāļąāļœāļą āļ‘āļš āļąෙāļ¸ෙāļēි. āļ‰āļ­ිāļą් āļ’ āļ…āļ°්‍āļēාāļ´āļąāļēේāļ¯ී āļ‰āļœāļąāļœāļą්āļą āļ•āļąෙāļ­් āļŊෝāļšāļēේ āļ•āļąෑāļ¸ āļ¯ෙāļēāļš් āļ¯ිāˇ„ා āļ´ුāˇ…ුāļŊ් āˇ€ිāļ¯ිāˇ„āļ§ āļļāļŊāļą්āļą āļ´ුāˇ…ුāˇ€āļą් āļ¸ූāļŊිāļš āļ¯ේāˇ€āļŊ්. āļ’ āļ…āļ­āļģ āˇ€ැāļ¯āļœāļ­් āˇ€ෙāļą්āļąේ āļ¸ූāļŊිāļš āˇ€ිāļ¯්‍āļēාāˇ€, āļ¸ූāļŊිāļš āļœāļĢිāļ­āļē, āļ­ොāļģāļ­ුāļģු āļ­ාāļš්āˇ‚āļĢāļē, āļšāˇ…āļ¸āļąාāļšāļģāļĢāļē, āˇƒංāˇ€ිāļ°ාāļą āļšāļģāļĢāļē, āļ¸ූāļŊිāļš āļąීāļ­ිāļē, āļ†āļģ්āļŽිāļš āˇƒāˇ„ āˇƒංāļ›්‍āļēාāļą āˇ€ිāļ¯්‍āļēාāˇ€, āļ†āļœāļ¸, āļšāļŊාāˇ€, āˇƒංāˇƒ්āļšෘāļ­ිāļē, āļŊāļŊිāļ­āļšāļŊා āˇ€āļœේ āļ¯ේāˇ€āļŊ āļ¸ූāļŊිāļš āļ´āļ¯āļąāļ¸්. āļ’āļ­් āļ…āļ¯ āļ…āļ´ි āļ‹āļœāļą්āļąāļą්āļąේ āļ¸ොāļąāˇ€ාāļ¯.

āļąāˇ€āļē āˇ€āˇƒāļģ āˇිāˇ‚්‍āļēāļšුāļœෙ āļ´ොāļ­āļš් āļ‡āļģāļą් āļļැāļŊූāˇ€ොāļ­් āļ´ෙāļąෙāļēි āļ”āˇ„ු āļ‰āļœāļąāļœāļą්āļąේ āļ¸ං āļšිāļēූ āļ¯ේāˇ€āļŊ් āļąෙāˇ€ෙāļēි, āļ´āļ§āļš āˇ€ිāļ¯්‍āļēාāˇ€ āˇ€āļœේ āļ¯ේāˇ€āļŊ් āļšිāļēāļŊා. āļ¸ේ āˇ…āļ¸āļēිāļą්āļœෙāļą් āļ‹āˇƒāˇƒ්āļ´ෙāˇ… āˇ€ිāļ¯්‍āļēා āˇ€ිāˇ‚āļēāļą් āļ­ෝāļģāļœāļą්āļąෙāļ­්, āˇ€ිāļ¯්‍āļēා āˇ€ිāˇ‚āļēāļą් āļ´āļ¯āļąāļ¸් āļšāļģāļœāļ­් āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ´ීāļ¨āļēāļšāļ§ āļēāļą්āļą āļ´ුāˇ…ුāˇ€āļą් āˇ€ෙāļą්āļąෙāļ­් āļšීāļēෙāļą් āļšීāļ¯ෙāļąෙāļšුāļ§āļ¯? āļ…āļąිāļš් āļ”āļš්āļšොāļ¸ āļ‘āļš්āļšෝ āļļැංāļšු āļģāˇƒ්āˇƒාāˇ€āļŊāļ§, āļ­ොāļģāļ­ුāļģු āļ­ාāļš්āˇ‚āļĢ āļģāļš්āˇ‚ාāˇ€āļŊāļ§ āļ†āļģ්āļŽිāļš āļšāˇ…āļ¸āļąාāļšāļģāļĢāļē, āˇ€්‍āļēාāļ´ාāļģිāļš āļš්āˇ‚ේāļ­‍්‍āļģāļē āˇ€āļœේ āļąොāļēෙāļš් āļ´ැāļ­ිāˇ€āļŊāļ§ āļēāļąāˇ€ා. āļ‰āļ­ිāļą් āļ´āļ§āļšāˇ€ිāļ¯්‍āļēාāˇ€ āļ´ිāˇ…ිāļļāļŗ āļ‰āļœāļąāļœāļ­්āļ­ු āļ¯ේāˇ€āļŊ් āˇ€ිāļ­āļģāļš් āļąෙāļ¸ෙāļēි āļ’āˇ€ා āļ‰āļœāļąāļœāļą්āļą āļ’ āˇ…āļ¸āļēි āļēොāļ¯āˇ€āļ´ු āļšාāļŊāļē āˇ‍්‍āļģāļ¸āļē āˇƒāˇ„ āļ¸ුāļ¯āļŊ් āļąිāļšāļģුāļĢේ āļ…āļ´āļ­ේ āļēāļą āļ‘āļšāļēි āˇ€ෙāļą්āļąේ. āļēāļ¸ෙāļš්āļ§ āļ´āļ§āļš āˇ€ිāļ¯්‍āļēාāˇ€ āļ‰āļœāļąāļœāļą්āļą āļ•āļąෙāļąāļ¸් āļ’āļš āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ­ුāˇ…ිāļą් āļ¯්āˇ€ිāļ­ීāļē āļ…āļ°්‍āļēාāļ´āļąāļēේāļ¯ී āļ‰āļœāļąāļœāļą්āļą āļ´ුāˇ…ුāˇ€āļą්. āļ’ āˇ„ැāļģෙāļą්āļŠ āļ¸ූāļŊිāļš āļ…āļ°්‍āļēාāļ´āļąāļēේāļ¯ී āļ’ āˇ€āļœේ āļ¯ේāˇ€āļŊ් āļ‹āļœāļą්āļąāļą්āļą āļ•āļąෙ āļąෑ.

āˇƒāļ¸ාāļĸāļē āļĩāļŊāļ¯ාāļēී, āļ­ිāļģāˇƒාāļģ āˇƒංāˇ€āļģ්āļ°āļąāļēāļš් āļšāļģා āļœෙāļąිāļēāļąāˇ€ාāļąāļ¸් āļ’āļš āļ´āļ§āļą්āļœāļą්āļą āļ•āļąෙ āļ¸ූāļŊිāļš āļ…āļ°්‍āļēාāļ´āļąāļē āļ­ුāˇ…ිāļą්āļ¸āļēි. āļ’ āļąිāˇƒා āļ¸ූāļŊිāļš āļ…āļ°්‍āļēාāļ´āļąāļē āˇ„āļ¯āļą āļ‘āļš āļ‰āļ­ාāļ¸ āˇ€ැāļ¯āļœāļ­්. āˇ€ිāˇ‚āļēāļ¸ාāļŊා āļ´ිāˇ…ිāļļāļŗ āļ†āļ´āˇƒු āˇƒිāļ­ාāļļැāļŊීāļ¸ āļ‘āļ­āļąāļ¯ි āļ‰āļ­ා āˇ€ැāļ¯āļœāļ­් āļ´ිāļēāˇ€āļģāļš් āļ­āļ¸āļēි.

āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģāļēāļšු āˇ€ිāļ¯ිāˇ„āļ§ āļ”āļļ āˇƒේāˇ€āļē āļšāļģāļą්āļąේ āļŊංāļšාāˇ€ේ āļ‘āļšāļ¸ āļ¯āļą්āļ­ āˇ€ෛāļ¯්‍āļē āļ´ීāļ¨āļē āļ­ුāˇ…āļąෙ. āļ¸ේ āˇ€āļœේ āˇƒුāˇ€ිāˇේāˇ‚ී āļ­ැāļąāļš āļ­ිāļļිāļē āˇ„ැāļšි āļœැāļ§āļŊූ āļ‰āļ­ාāļ¸āļ­් āļ…āˇ€āļ¸ āˇ€ෙāļą්āļą āļ•āļąෙ āļšිāļēāļŊා āļ­āļ¸āļēි āļ…āļ´ිāļ§ āˇƒාāļ¸ාāļą්‍āļēāļēෙāļą් āˇ„ිāļ­ෙāļą්āļąෙ. āļ…āļŠුāļ¸ āļœāļĢāļąේ āļˇෞāļ­ිāļš āˇ„ා āļ¸ාāļąāˇ€ āˇƒāļ¸්āļ´āļ­් āļ´ිāˇ…ිāļļāļŗāˇ€āˇ€āļ­් āˇƒෑāˇ„ීāļ¸āļšāļ§ āļ´āļ­්āˇ€ෙāļą්āļą āļ´ුāˇ…ුāˇ€āļą් āļ´āˇƒුāļļිāļ¸āļš් āļ­ිāļēෙāļēි āļšිāļēāļŊා āļšāļŊ්āļ´āļąා āļšāļģāļą්āļą āļ´ුāˇ…ුāˇ€āļą්. āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āˇƒāļ¸ිāļ­ි āˇƒāļ¸්āļ¸ේāļŊāļąāļē āļ´ෙāļą්āˇ€ාāļ¯ෙāļą āļœැāļ§āļŊූ āļ”āļļේ āļ´ීāļ¨āļēāļ§ āļļāļŊāļ´ාāļą්āļąෙ āļšොāˇ„ොāļ¸āļ¯?

āļ†āļ ාāļģ්āļēāˇ€āļģුāļą්āļœේ āˇƒāļ¸ිāļ­ි āˇƒāļ¸්āļ¸ේāļŊāļąāļē āļ´ෙāļą්āˇ€ාāļ¯ෙāļą āˇƒිāļēāļŊූāļ¸ āļœැāļ§āļŊූ āļ¸ේ āļ´ීāļ¨āļēāļ§āļ­් āļ’ āˇ€ිāļ¯ිāˇ„āļ§āļ¸ āļļāļŊāļ´ාāļąāˇ€ා. āļ’ āˇ€ිāļ­āļģāļš් āļąෙāļ¸ෙāļēි, āˇƒāļ¸āˇ„āļģ āˇ€ෙāļŊාāˇ€āļ§ āļ’ āļœැāļ§āļŊූāˇ€āļŊිāļą් āļ‡āļ­ැāļ¸් āļ’āˇ€ා āļ…āļąෙāļš් āļ´ීāļ¨āˇ€āļŊāļ§āļ­් āˇ€āļŠා āļ­āļ¯ිāļą් āļļāļŊāļ´ාāļŊා āļ­ිāļēෙāļąāˇ€ා. āˇ„ොāļŗāļ¸ āļ‹āļ¯ාāˇ„āļģāļĢāļē āļ­āļ¸āļēි āļ…āˇ€āˇ්‍āļē āļ­āļģāļ¸් āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļąැāļ­ිāļšāļ¸. āˇ€ෙāļą āļ‘āļšāļš් āļ•āļąෙ āļąෑ, āļ¸āļœේ āļ…āļ°්‍āļēāļēāļą āļ…ංāˇāļēේ āļ†āļ ාāļģ්āļēāˇ€āļģුāļą් āļ´āˇƒ් āļ¯ෙāļąෙāļš් āļšāļŊිāļą් āˇ„ිāļ§ිāļēා. āļ’āļ­් āļ¯ැāļą් āļ‰āļą්āļąේ āļ¯ෙāļą්āļąāļēි. āļ…āļąිāļš් āļ…āļē āļģāļ§ āļœිāļēාāļ§ āļ´āˇƒ්āˇƒේ āļ†āļ´āˇ„ු āļŊංāļšාāˇ€āļ§ āļ†āˇ€ෙ āļąෑ. āļ‰āļ­ිං āļ…āļ´ේ āļ¯ෙāļ´ාāļģ්āļ­āļ¸ේāļą්āļ­ුāˇ€ෙāļą් āļ‰āļœāļąāļœāļą්āļą āļ‰āļ­ා āˇ€ිāˇාāļŊ āˇිāˇ‚්‍āļēāļēිāļą් āˇƒංāļ›්‍āļēාāˇ€āļšāļ§ āļ…āļ¯ āļ‹āļœāļą්āļąāļą්āļą āˇ€ෙāļŊා āļ­ිāļēෙāļą්āļąේ āļ…āļ´ි āļ¯ෙāļą්āļąෙāļš්āļ§ āˇ€ිāļ­āļģāļēි. āļ…āļąෙāļš් āļ…ංāˇāˇ€āļŊ āļ­āļ­්āļ­්āˇ€āļēāļ­් āļ”āļē āˇ€āļœේ āļ­āļ¸āļēි.

āļ¯āļą්āļ­āˇ€ෛāļ¯්‍āļē āļ´ීāļ¨āļēේ āļ‰āļą්āļą āļļොāˇ„ෝāļ¸āļēāļš් āļ†āļ ාāļģ්āļēāˇ€āļģු āˇƒෞāļ›්‍āļē āļ…āļ¸ාāļ­්‍āļēාංāˇāļēāļ§ āļļැāļŗිāļŊා āˇƒේāˇ€āļē āļšāļģāļą්āļą āļ´ෙāˇ…āļšෙāļąāˇ€ා. āļ¸ොāļšāļ¯ āļ’ āļēāļ§āļ­ේ āļ”āˇ€ුāļą්āļ§ āļŊැāļļෙāļą āˇ€āļģāļ´‍්‍āļģāˇƒාāļ¯ āˇ„ොāļŗāļēි. āļ’ āļ…āļēāļ§ āļ­āļ¸āļą් āˇ€ිāˇƒිāļą් āļ¸ෙāˇ„ෙāļēāˇ€āļą āļ’āļšāļšāļēāļš āˇ€ිāˇේāˇ‚āļĨ āˇ€ෛāļ¯්‍āļēāˇ€āļģāļēෙāļš් āˇ€ිāļ¯ිāˇ„āļ§ āļ‰āļą්āļą āļ´ුāˇ…ුāˇ€āļą්. āļŠāļ§āļ­් āļ…āļ¸āļ­āļģāˇ€ āļ´ෞāļ¯්āļœāļŊිāļš āˇƒාāļēāļąāļēāļą් āļ´āˇ€āļ­්āˇ€āļŊා āļ­āˇ€āļ­් āļ…āļ­ිāļģේāļš āļ¸ුāļ¯āļŊāļš් āļ‹āļ´āļēāļą්āļąāļ­් āļ´ුāˇ…ුāˇ€āļą්. āļ’ āļąිāˇƒා āļ´āˇ…āļ´ුāļģුāļ¯ු āļ…āļē āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊ āˇƒේāˇ€āļēāļ§ āļ‘āļą්āļąෙāļ­් āļąෑ. āļ†āˇ€āļ­් āļ‰āļą්āļąෙāļ­් āļąෑ. āļ¸āļœේ āļ¯ෙāļ´ාāļģ්āļ­āļ¸ේāļą්āļ­ුāˇ€ේ āļ­ිāļēෙāļą āļ´‍්‍āļģāˇ්āļąāļē āˇƒāļŗāˇ„ා āļ…āļ´ි āļ†āļ ාāļģ්āļēāˇ€āļģāļēෙāļš් āļļāļŗāˇ€ාāļœāļą්āļą āļ´āˇ„ුāļœිāļēāļ¯ා āļ‹āļ­්āˇƒාāˇ„ āļšāˇ…ා. āļ’āļ­් āļ’āļšāļ§ āļ‰āļŊ්āļŊූāļ¸් āļšāļģāļŊා āļ­ිāļļුāļĢේ āļ‘āļšāļ¸ āļ‘āļš āļ…āļēāļ¯ුāļ¸්āļšāļģුāˇ€ෙāļš් āˇ€ිāļ­āļģāļēි. āļ’ āļ…āļēāļ¯ුāļ¸්āļšāļģුāˇ€ාāļ§āļ­් āļ’ āˇƒāļŗāˇ„ා āļ…āˇ€āˇ්‍āļē āļ…āˇ€āļ¸ āˇƒුāļ¯ුāˇƒුāļšāļ¸්āˇ€āļ­් āļ­ිāļļුāļĢෙ āļąෑ. āļ‰āļ­ිāļą් āļ…āļ´ි āļ’ āļąිāˇƒා āļ”āˇ„ු āļļāļŗāˇ€ාāļœāļ­්āļ­ෙāļ­් āļąෑ. āˇ€ිāˇේāˇ‚āļēෙāļą් āļ´ේāļģාāļ¯ෙāļĢිāļē āˇ€āļœේ āˇ€ිāˇ්āˇ€āˇ€ිāļ¯්‍āļēාāļŊāļēāļš, āļŊංāļšාāˇ€ේ āļ‘āļšāļ¸ āļ¯āļą්āļ­ āˇ€ෛāļ¯්‍āļēāļ´ීāļ¨āļēāļ§ āļ†āļ ාāļģ්āļēāˇ€āļģāļēෙāļš් āļļāļŗāˇ€ාāļœāļą්āļą āļļැāļģිāļąāļ¸් āļ…āļąිāļš් āļ’āˇ€ා āļœැāļą āļšāļ­ා āļšāļģāļą āļ‘āļšāļ­් āļ­ේāļģුāļ¸āļš් āļąෑ.