Iqaluit, NU – Baffinland Iron Mines Corporation (“Baffinland” or the “Company”) is pleased to announce the 2025 Baffinland Student Scholarship Recipients. Congratulations to Lindsay Hainnu of Clyde River, Amy Kilabuk of Arctic Bay, Jillian Kyak of Pond Inlet, Jennifer Pikuyak of Sanirajak, and Deborah Qamaniq of Igloolik on each being awarded a $5,000 academic scholarship.

Baffinland is committed to supporting Nunavummiut in their pursuit of post-secondary education. We recognize the importance of learning and training as pillars to the ongoing development of the Baffin Island communities and all of Nunavut.

Every year, Baffinland awards five Inuit students with a $5,000 scholarship to support their journeys toward rewarding and prosperous careers. This program is open to all Inuit students enrolled under the Nunavut Agreement and pursuing a post-secondary education; however, priority is given to students from the five North Baffin communities.

We are pleased to introduce you to this year’s scholarship recipients.

Lindsay Hainnu (Clyde River)

Passionate about language accessibility, Lindsay Hainnu is a second-year student in the Interpreter Translator Program at Nunavut Arctic College. Lindsay lives in Clyde River and is committed to helping Inuit communities better understand news, medical information, and other essential communications. Lindsay was inspired by her grandmother’s struggle with translating words to English, and is now dedicated to breaking down language barriers for other Nunavummiut. “My grandma encouraged me so much to help those in need.”

The Baffinland scholarship will help Lindsay, who has a two-year-old son, support her studies and will contribute to her goal of developing Inuktitut terminology resources for future generations.

Amy Hughes Kilabuk (Arctic Bay)

Amy Hughes Kilabuk, from Arctic Bay, is a third year student in the Nunavut Teacher Education Program (NTEP) at Nunavut Arctic College. After working in various roles at the Hamlet of Arctic Bay, and completing a hairdressing course, Amy decided to pursue teaching because she wants to help preserve Inuit culture, language, and traditions in the classroom. “Having an Inuk as a teacher that still uses the mother tongue will benefit our future,” she says. “I can pass on my culture and heritage to others.”

As a mother of four, Amy understands the role of education in shaping future generations. This scholarship will help her create traditional clothing and qauruti for her classroom, ensuring that Inuit heritage continues to thrive.

Jillian Kyak (Pond Inlet)

Achieving academic excellence has always been important to Pond Inlet’s Jillian Kyak. She graduated high school with the Governor General’s Award for outstanding scholastic. She is now in her third year of the Nunavut Teacher Education Program (NTEP) at Nunavut Arctic College and Memorial University of Newfoundland.

Jillian is as a first-time mother to her four-month-old daughter, and says this scholarship will help her continue her education while providing for her family. Jillian was inspired to be a teacher by her mother, and says, “I find joy in seeing children learn new things and getting excited about what they have learned - this has always touched my heart."

Jennifer Pikuyak (Sanirajak)

Jennifer Pikuyak is from Sanirajak and is a third-year student in the Nunavut Teacher Education Program (NTEP) at Nunavut Arctic College. Being a teacher was a life long dream for Jennifer, who was inspired by her grade 2 teacher. “I told myself that I wanted to be a teacher like her – calm, assertive, and understanding,” she says.

Before attending NTEP, Jennifer worked as a contracted language specialist and completed an Early Childhood Education Program. She is passionate about helping others, and donates handmade mitts to local fundraisers that support families in need.

This scholarship will help Jennifer on her journey towards becoming a teacher.

Deborah Qamaniq (Igloolik)

Deborah Qamaniq was determined to build a better future for herself, so she decided to go back to school to gain the education needed for better job opportunities. She is now in her second-year in the Office Administration program at Nunavut Arctic College. “I hope I will get a better job after I finish the course,” she says.

Alongside her studies, Deborah is an active volunteer at the Anglican Church, where she helps fundraise and leads children’s church on Sundays.

As the sole provider in her household, this scholarship will help Deborah pay her tuition and other necessities while she attends school.

For any questions or media requests, please contact:

Peter Akman
Head of Stakeholder Relations & Communications
Tel. +1 (289) 834 0744
Email: peter.akman@baffinland.com Web: https://baffinland.com/

Baffinland Iron Mines Corporation operates the Mary River high-grade iron ore mine on Baffin Island, Nunavut, Canada and is owned by funds managed by The Energy & Minerals Group and by a subsidiary of ArcelorMittal. Nunavut’s high-grade iron ore is among the richest iron ore deposits ever discovered and is designated as a critical mineral in Canada due to its importance in global supply chains.

The Mary River mine produces the highest-grade direct shipping iron ore in the world, in the form of lumps and fines. What sets this operation apart is its minimal environmental impact processing - the ore is simply crushed and screened on-site before being shipped directly to markets. This process eliminates the need for water-intensive concentration or upgrading, resulting in no tailings. Both our lumps and fines are highly sought after by steelmakers globally due to their tier 1 metallurgical properties and their significantly lower CO2 footprint compared to other direct shipping iron ores.

Baffinland operates under an Impact and Benefit Agreement (IIBA) with the Qikiqtani Inuit Association (QIA), and operating permits granted by territorial and federal regulators in Canada, ensuring that its activities support local employment, training, and economic development and comply with industry leading environmental impact management practices and community engagement.

 

2025 ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᒃᓴᐃᑦ

ᐃᖃᓗᐃᑦ, ᓄᓇᕗᑦ - ᐹᕙᓐᓛᓐ ᓴᕕᒃᓴᓂᒃ ᐅᔭᕋᖕᓂᐊᖅᑏᑦ ᑯᐊᐳᕇᓴᓐ (“ᐹᕙᓐᓛᓐ” ᐅᕝᕙᓘᓐᓃᑦ “ᑲᒻᐸᓂᐅᔪᖅ”) ᐅᐱᒍᓱᒃᑐᖅ ᑐᓴᖅᑎᑦᑎᔭᕆᐊᒃᓴᖅ 2025-ᒥ ᐹᕙᓐᓛᓐᑯᑦ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᓂᒃ ᑐᓂᔭᐅᔪᓂ. ᖁᕕᐊᓱᖃᑎᒋᕙᕗᑦ ᓕᓐᓯ ᕼᐊᐃᓐᓄ ᑲᖏᑐᒑᐱᖕᒥᐅᑕᖅ, ᐊᐃᒥ ᕿᓚᑉᐸᖅ ᐃᒃᐱᐊᕐᔪᖕᒥ, ᔨᓕᐊᓐ ᖃᔮᖅ ᒥᑦᑎᒪᑕᓕᖕᒥ, ᔭᓂᕗ ᐱᑯᔭᒃ ᓴᓂᕋᔭᖕᒥ, ᐊᒻᒪ ᑎᐴᕋ ᖃᒪᓂᖅ ᐃᒡᓗᓕᖕᒥᐅᑕᖅ ᐊᑐᓂ ᑐᓂᔭᐅᔪᑦ $5,000-ᓂᒃ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᓂᒃ.

ᐹᕙᓐᓛᓐᑯᑦ ᐊᖏᖅᓯᒪᑦᑎᐊᖅᑐᑦ ᐃᑲᔪᕐᓗᑎᒃ ᓄᓇᕗᒻᒥᐅᓂ ᐃᓕᓐᓂᐊᒃᑲᓐᓂᕋᓱᐊᖅᑎᓪᓗᒋᑦ. ᐃᓕᓴᖅᓯᓯᒪᔪᒍᑦ ᐱᒻᒪᕆᐅᓂᖓᓂᒃ ᐃᓕᓐᓂᐊᕐᓂᖅ ᐊᒻᒪ ᐱᓕᒻᒪᒃᓴᓂᖅ ᑐᙵᕕᐅᓪᓗᑎᒃ ᐱᕙᓪᓕᐊᖏᓐᓇᕐᓂᕐᒧᑦ ᕿᑭᖅᑖᓗᖕᒥ ᓄᓇᓕᐅᔪᓂ ᓄᓇᕗᓗᒃᑖᒥᓗ.

ᐊᕐᕌᒍᑕᒫᑦ, ᐹᕙᓐᓛᓐᑯᑦ ᑐᓂᓯᖃᑦᑕᖅᑐᑦ ᑕᓪᓕᒪᓄᑦ ᐃᓄᖕᓄᑦ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ $5,000-ᓂᒃ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᑦ ᐃᑲᔫᑕᐅᓪᓗᑎᒃ ᐱᕙᓪᓕᐊᓂᖏᓐᓄᑦ ᐃᖅᑲᓇᐃᔮᑦᑎᐊᕙᐅᔪᓂᒃ ᐊᒻᒪ ᐊᔪᖅᓴᕐᓇᙱᑦᑎᐊᖅᑐᓂᒃ ᐃᓅᓯᓕᒫᖅ ᐃᖅᑲᓇᐃᔮᖑᔪᓐᓇᖅᑐᓄᑦ.

ᐅᐱᒍᓱᒃᑐᒍᑦ ᑐᓴᖅᑎᑦᑎᓗᑕ ᐃᓕᖕᓂᒃ ᑕᒪᑐᒪᓂ ᐊᕐᕌᒎᔪᒥ ᑐᓂᔭᐅᔪᓂᒃ.

ᓕᓐᓯ ᕼᐊᐃᓐᓄ (ᑲᖏᖅᑐᒑᐱᒃ)

ᐅᖃᐅᓯᐅᑉ ᒥᒃᓵᓄᑦ ᖁᕕᐊᒋᔭᖃᖅᖢᓂ ᐊᑐᖅᑕᐅᔪᓐᓇᕐᓂᖓᓂᒃ, ᓕᓐᓯ ᕼᐊᐃᓐᓄ ᐊᕐᕌᒎᑉ ᑐᒡᓕᐊᓂ ᐃᓕᓐᓂᐊᖅᑐᖅ ᑐᓵᔨᐅᓂᕐᒧᑦ ᑐᑭᓕᐅᕆᓂᕐᒧᓪᓗ ᓄᓇᕗᒻᒥ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ. ᓕᓐᓯ ᑲᖏᖅᑐᒑᐱᖕᒥᐅᑕᐅᔪᖅ ᐊᒻᒪ ᐱᓕᕆᔪᒪᓂᖃᖅᑐᖅ ᐃᑲᔪᕐᓗᓂ ᐃᓄᐃᑦ ᓄᓇᖏᓐᓂ ᑐᑭᓯᐅᒪᑎᑦᑎᓂᕐᒥᒃ ᐱᕙᓪᓕᐊᔪᓂᒃ, ᐋᓐᓂᐊᕐᑐᓕᕆᓂᕐᒧᑦ ᑐᑭᓯᒋᐊᕈᑎᓂᒃ, ᐊᓯᖏᓐᓂᓪᓗ ᐱᒻᒪᕆᐅᔪᓂᒃ ᑐᓴᐅᒪᔪᓕᕆᓂᕐᒧᑦ. ᓕᓐᓯᐅᑉ ᐱᔪᒃᓯᔾᔪᑎᒋᓯᒪᔭᖓ ᐊᓈᓇᑦᑎᐊᓂ ᐊᔪᕐᓇᖅᑐᖅᓯᐅᖅᓯᒪᓂᖓᓄᑦ ᑐᑭᓕᐅᕆᓂᕐᒧᑦ ᐅᖃᐅᓯᕐᓂᒃ ᖃᓪᓗᓈᑐᑦ, ᐊᒻᒪ ᒫᓐᓇ ᐱᓕᕆᔪᒪᓂᖃᓪᓚᕆᒃᑐᖅ ᐊᕕᒃᑐᕐᓗᒋᑦ ᐅᖃᐅᓯᕐᓄᑦ ᑐᓗᕈᑕᐅᕙᒃᑐᑦ ᐊᓯᖏᓐᓄᑦ ᓄᓇᕗᒻᒥᐅᓄᑦ. “ᐊᓈᓇᑦᑎᐊᕐᒪ ᐊᔭᐅᖅᑐᖅᓯᒪᔮᖓ ᐃᑲᔪᖁᓪᓗᓂᖓ ᑕᐃᒃᑯᓂᖓ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᓕᖕᓂᒃ.”

ᐹᕙᓐᓛᓐᑯᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᖓ ᐃᑲᔪᕐᓂᐊᖅᑐᖅ ᓕᓐᓯᒥᒃ, ᐃᕐᓂᖃᖅᑐᖅ ᐊᕐᕌᒍᓕᖕᒥᒃ-ᒪᕐᕉᖕᓂ ᐅᑭᐅᓕᖕᒥ, ᐃᑲᔪᕐᓗᓂ ᐃᓕᓐᓂᐊᕈᑎᖏᓐᓄᑦ ᐃᑲᔫᑎᖃᕐᓂᐊᖅᖢᓂᓗ ᑐᕌᒐᖓᓄᑦ ᐱᕙᓪᓕᐊᑎᑦᑎᓂᕐᒧᑦ ᐃᓄᒃᑐᑦ ᐅᖃᐅᓯᖅᑕᓂᒃ ᐃᑲᔫᑎᒃᓴᓄᑦ ᓯᕗᓂᒃᓴᑦᑎᓐᓂ ᑭᖑᕚᖑᓛᖅᑐᓄᑦ.

ᐊᐃᒥ ᕼᐃᐅᔅ ᕿᓚᕙᖅ (ᐃᒃᐱᐊᕐᔪᒃ)

ᐊᐃᒥ ᕼᐃᐅᔅ ᕿᓚᕙᖅ, ᐃᒃᐱᐊᕐᔪᖕᒥᐅᑕᖅ, ᐱᖓᔪᒋᓕᖅᑕᖓᓂᒃ ᐊᕐᕌᒍᒥ ᐃᓕᓐᓂᐊᖅᑐᖅ ᓄᓇᕗᒻᒥ ᐃᓕᓴᐃᔨᒃᓴᐅᓂᒃᓴᒧᑦ ᐃᓕᓐᓂᐊᒐᒃᓴᒥᒃ ᓄᓇᕗᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ. ᐃᖅᑲᓇᐃᔭᓚᐅᖅᑎᓪᓗᒍ ᐊᒥᓱᓂᒃ ᐊᔾᔨᒌᖏᑦᑐᓂ ᐱᓕᕆᐊᒃᓴᖃᕐᖢᓂ ᕼᐋᒪᓚᒃᑯᓐᓂ ᐃᒃᐱᐊᕐᔪᖕᒥ, ᐱᔭᕇᖅᓯᓯᒪᒋᓪᓗᓂ ᓄᔭᓕᕆᔨᐅᓂᕐᒥᒃ, ᐊᐃᒥ ᑐᕌᒐᖃᓕᓚᐅᖅᑐᖅ ᐃᓕᓴᐃᔨᐅᓂᕐᒥᒃ ᐱᔾᔪᑎᒋᓪᓗᒍ ᐃᑲᔪᕈᒪᓕᓚᐅᖅᑐᖅ ᔭᒐᑕᐅᑦᑕᐃᓕᖁᓪᓗᒍ ᐃᓄᐃᑦ ᐃᓕᖅᑯᓯᖓ, ᐅᖃᐅᓯᖓ ᐊᒻᒪ ᐱᖅᑯᓯᖏᑦ ᐃᒡᓗᕈᓯᐊᕈᓯᕐᒥ. “ᐃᓄᖕᒥᒃ ᐃᓕᓴᐃᔨᖃᕐᓂᖅ ᐅᖃᐅᓯᕐᒥᓂᒃ ᓱᓕ ᐊᑐᓲᒥᒃ ᐃᑲᔫᑎᖃᕐᓂᐊᖅᑐᑦ ᓯᕗᓂᒃᓴᑦᑎᓐᓂ,” ᐅᖃᖅᑐᖅ. “ᐃᓕᓐᓂᐊᖅᑎᑦᑎᔾᔪᑎᒋᔪᓐᓇᖅᑕᕋ ᐱᖅᑯᓯᕋ ᐊᒻᒪ ᐃᑦᑕᕐᓂᓴᓕᕆᓂᖅ ᐊᓯᒥᓄᑦ.”

ᐊᓈᓇᐅᓪᓗᓂ ᑎᓴᒪᓄᑦ, ᐊᐃᒥ ᑐᑭᓯᐅᒪᑦᑎᐊᖅᑐᖅ ᐱᓕᕆᐊᒃᓴᓂᒃ ᐃᓕᓐᓂᐊᖅᑐᓕᕆᓂᕐᒥ ᐋᖅᑭᒃᓱᐃᕙᓪᓕᐊᑎᓪᓗᒋᑦ ᓯᕗᓂᒃᓴᒥ ᑭᖑᕚᒃᓴᓄᑦ. ᑖᓐᓇ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᒃᓴᖅ ᐃᑲᔪᕐᓂᐊᖅᑐᖅ ᑖᔅᓱᒥᖓ ᐋᖅᑭᒃᓱᐃᓗᓂ ᐃᓕᖅᑯᓯᒃᑯᑦ ᐊᓐᓄᕌᓂᒃ ᐊᒻᒪ ᖃᐅᔨᓴᑎᒥᒃ ᐃᓕᓐᓂᐊᕐᕕᐊᕈᓯᖓᓄᑦ, ᐃᓄᐃᑦ ᐃᑦᑕᕐᓂᓴᖁᑎᖏᑦ ᐱᕙᓪᓕᐊᖏᓐᓇᖁᓪᓗᒋᑦ.

ᔨᓕᐊᓐ ᖃᔮᖅ (ᒥᑦᑎᒪᑕᓕᒃ)

ᐃᓱᓕᑦᑎᓯᒪᑦᑎᐊᕐᓂᖅ ᐃᓕᓐᓂᐊᖅᑕᖓᓂᒃ ᐱᒻᒪᕆᐅᖏᓐᓇᐅᔭᖅᑐᖅ ᒥᑦᑎᒪᑕᓕᖕᒥᐅᑕᒃᒧᖅ ᔨᓕᐊᓐ ᖃᔮᕐᒧᑦ. ᐃᓕᓐᓂᐊᕌᓂᒃᓯᒪᔪᖅ ᖁᕝᕙᓯᖕᓂᖅᓴᒥ ᐃᓕᓐᓂᐊᕐᕕᖕᒥᒃ ᑯᐃᑉ ᑭᒡᒐᖅᑐᐃᔨᖓᓂᑦ ᑐᓐᓂᖁᓯᐊᖅᓯᒪᓪᓗᓂ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᐊᕙᐅᓪᓚᕆᖕᓂᖓᓄᑦ. ᒫᓐᓇ ᐱᖓᔪᒋᓕᖅᑕᖓᓂᒃ ᐊᕐᕌᒍᐊᓂ ᐃᓕᓐᓂᐊᖅᑐᖅ ᐃᓕᓴᐃᔨᒃᓴᐅᓂᕐᒧᑦ ᓄᓇᕗᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ ᐊᒻᒪᓗ ᒥᒧᐊᕆᔫ ᓯᓚᑦᑐᖅᓴᕐᕕᒡᔪᐊᖓᓂ ᓂᐅᕗᓐᓛᒥ.

ᔨᓕᐊᓐ ᐊᓈᓇᙳᓵᓚᐅᖅᑐᖅ ᑕᖅᑭᓕᖕᒧᑦ ᑎᓴᒪᓄᑦ ᐸᓂᖕᒥᓄᑦ, ᐅᖃᖅᑐᖅ ᑖᓐᓇ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᖅ ᐃᑲᔫᑎᐅᓂᐊᖅᑐᖅ ᐃᓕᓐᓂᐊᖏᓐᓇᖁᓪᓗᒍ ᐊᒻᒪ ᑭᓱᖃᖅᑎᑦᑎᓗᓂ ᐃᓚᒥᓄᑦ. ᔨᓕᐊᓐ ᐃᓕᓴᐃᔨᐅᔪᒥᒍᓱᓕᖅᑎᑕᐅᓚᐅᖅᑐᖅ ᐊᓈᓇᖓᑕ, ᐅᖃᖅᖢᓂᓗ, “ᖁᕕᐊᒋᔭᕋ ᑕᑯᔭᕆᐊᒃᓴᖅ ᓄᑕᖅᑲᓂᒃ ᐃᓕᑦᑎᕙᓪᓕᐊᔪᓂᒃ ᓄᑖᓂᒃ ᑭᓱᑐᐃᓐᓇᓂᒃ ᐊᒻᒪ ᖁᕕᐊᒋᔭᖃᖅᖢᑎᒃ ᐃᓕᑕᖏᑕ ᒥᒃᓵᓄᑦ - ᑕᒪᓐᓇ ᐊᒃᑐᐃᓯᒪᔪᖅ ᐆᒻᒪᑎᓐᓂ.”

ᔭᓂᕗ ᐱᕕᔭᒃ (ᓴᓂᕋᔭᒃ)

ᔭᓂᕗ ᐱᑯᔭᒃ ᓴᓂᕋᔭᖕᒥᐅᑕᖅ ᐱᖓᔪᐊᓂ−ᐊᕐᕌᒍᒋᓕᖅᑕᖓᓂᒃ ᐃᓕᓐᓂᐊᖅᑐᖅ ᓄᓇᕗᒻᒥ ᐃᓕᓴᐃᔨᒃᓴᐅᓂᒃᓴᒧᑦ ᓄᓇᕗᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ. ᐃᓕᓴᐃᔨᐅᓂᖅᐃᓅᓯᓕᒫᖓᓂᑦ ᐱᓕᕆᔪᒪᓯᒪᔭᖓ, ᐃᓕᓴᐃᔨᙳᕈᒪᔾᔪᑎᖓ ᖁᕝᕙᓯᖕᓂᓕᒃ 2 ᐃᓕᓴᐃᔨᒋᓚᐅᖅᑕᖓ. “ᐅᕙᓐᓄᑦ ᐅᖃᓚᐅᖅᓯᒪᔪᖓ ᑕᐃᒪᓐᓇ ᐃᓕᓴᐅᔨᐅᓛᕈᒪᓪᓗᖓ ᑖᓐᓇᑎᑐᑦ − ᐅᐃᒪᔮᖏᓪᓗᓂ, ᖁᓱᖏᑦᑎᐊᕐᓗᓂ, ᐊᒻᒪ ᑐᑭᓯᐅᒪᑦᑎᐊᕐᓗᓂ,” ᐅᖃᖅᑐᖅ.

ᐃᓕᓐᓂᐊᓚᐅᖅᑎᓐᓇᒍᑦ ᓄᓇᕗᒻᒥ ᐃᓕᓴᐃᔨᒃᓴᐅᓂᒃᓴᒧᑦ, ᔭᓂᕗ ᐃᖅᑲᓇᐃᔭᓚᐅᖅᑐᖅ ᑳᓐᑐᓛᒃᑕᐅᓯᒪᓪᓗᓂ ᐅᖃᐅᓯᕐᒥᒃ ᖃᐅᔨᓴᔨᑕᐅᓪᓗᓂ ᐊᒻᒪ ᐃᓕᓐᓂᐊᕌᓂᒃᓯᒪᓪᓗᓂ ᐃᓕᓐᓂᐊᕆᐅᖅᓴᔪᓕᕆᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᒐᒃᓴᒥᒃ. ᖁᕕᐊᒋᔭᖃᖅᑐᑦ ᐊᓯᒥᓂᒃ ᐃᑲᔪᕐᖢᓂ, ᐊᒻᒪ ᑐᓂᓯᕙᒃᖢᓂ ᓴᓇᔭᒥᓂᒃ ᐳᐊᓗᓂᒃ ᓄᓇᓕᖕᓂ ᑮᓇᐅᔭᓄᑦ ᐱᕈᖅᓴᐃᔨᓄᑦ ᐃᑲᔪᖅᑐᐃᕙᒃᑐᓂᒃ ᐃᓚᒌᓂᒃ ᐃᑲᔪᖅᑕᐅᔭᕆᐊᓕᖕᓂᒃ.

ᑖᓐᓇ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᖅ ᐃᑲᔪᕐᓂᐊᖅᑐᖅ ᔭᓂᕗᒥᒃ ᐱᓕᕆᐊᖃᖅᐸᓪᓕᐊᑎᓪᓗᒍ  ᐃᓕᓴᐃᔨᙳᕋᓱᐊᕐᓂᕐᒥᒃ.

ᑎᐴᕋ ᖃᒪᓂᖅ (ᐃᒡᓗᓕᒃ)

ᑎᐴᕋ ᖃᒪᓂᖅ ᑐᕌᒐᕆᔭᖓ ᐋᖅᑭᒃᓱᐃᓗᓂ ᐱᐅᓂᖅᓴᒥᒃ ᓯᕗᒃᓴᒥᓂᒃ, ᐃᓕᓐᓂᐊᕆᐊᒃᑲᓐᓂᕋᓱᓕᓚᐅᖅᑐᑦ ᐃᓕᓐᓂᐊᖅᓯᒪᒃᑲᓐᓂᕈᒪᓪᓗᓂ ᐱᔭᐅᔪᒪᕙᒃᑐᓂᒃ ᐃᖅᑲᓇᐃᔮᒃᓴᖃᑦᑎᐊᕐᓂᖅᓴᐅᓂᕐᒧᑦ. ᒫᓐᓇ ᐊᐃᑉᐹᓂᒃ-ᐊᕐᕌᒍᒥ ᐃᓕᓐᓂᐊᖅᑐᑦ ᑎᑎᕋᕐᕕᖕᒥᐅᑕᐅᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᒐᒃᓴᒥ ᓄᓇᕗᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒥ. “ᓂᕆᐅᒃᑐᖓ ᐃᖅᑲᓇᐃᔮᑦᑎᐊᕙᐅᓂᖅᓴᒥᒃ ᐃᖅᑲᓇᐃᔮᖅᑖᕐᓗᖓ ᐃᓕᐊᓐᓂᐊᕌᓂᒃᑯᒪ,” ᐅᖃᖅᑐᖅ.

ᐃᓕᓐᓂᐊᖅᑕᒥᑕ ᓴᓂᐊᒍᑦ, ᑎᐴᕋ ᐃᑲᔪᐃᓐᓇᖃᑦᑕᖅᑐᖅ ᑮᓇᐅᔭᓕᐅᖏᖢᓂ ᐋᖕᓕᒃᑲᒥᐅᑦ ᑐᒃᓯᐊᕐᕕᐊᓄᑦ, ᐃᑲᔪᖅᖢᓂ ᑮᓇᐅᔭᓂᒃ ᐱᕈᖅᓴᐃᓪᓗᓂ ᐊᒻᒪ ᐊᐅᓚᑦᑎᔨᐅᓪᓗᓂ ᓱᕈᓯᓛᓕᕆᓂᕐᒥᒃ ᓈᑦᑎᖑᔭᒃᑯᑦ.

ᑮᓇᐅᔾᔭᒃᓴᔪᑐᐊᖑᓪᓗᓂ ᐊᖏᕋᖓᓂ, ᑖᓐᓇ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᓂ ᐃᓕᓂᐊᖅᑎᓄᑦ ᐃᑲᔫᓯᐊᖅ ᐃᑲᔫᑎᐅᓂᐊᖅᑐᖅ ᑎᐴᕋᒧᑦ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᖏᓐᓄᑦ ᐊᑭᓕᐅᑎᒋᓗᓂᐅᒃ ᐊᒻᒪ ᐊᓯᖏᑦ ᑭᙴᒪᒋᓪᓚᑦᑖᖅᐸᒃᑕᖏᓐᓄᑦ ᐃᓕᓐᓂᐊᖅᑎᓪᓗᒍ.

ᖃᓄᑐᐃᓐᓇᖅ ᐊᐱᖅᑯᑎᓄᑦ ᐅᕝᕙᓘᓐᓃᑦ ᐱᕙᓪᓕᐊᔪᓄᑦ ᑐᒃᓯᕋᐅᑎᓄᑦ, ᐊᑏ ᐅᖃᖃᑎᒋᒍᒃ:
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ᐹᕙᓐᓛ ᓴᕕᒃᓴᓂᒃ ᐅᔭᕋᖕᓂᐊᕐᑏᑦ ᑯᐊᐳᕇᓴᓐᖓ ᐊᐅᓚᓂᖃᖅᑎᑦᑎᔪᖅ ᓄᓘᔮᖕᓂ ᓴᕕᒃᓴᑦᑎᐊᕙᐅᓂᖅᐹᒥᒃ ᐅᔭᕋᖕᓂᐊᕐᕕᖕᒥᒃ ᕿᑭᖅᑖᓗᖕᒥ, ᓄᓇᕗᑦ, ᑲᓇᑕ ᐊᒻᒪᓗ ᓇᖕᒥᓂᕆᔭᐅᓪᓗᓂ ᑮᓇᐅᔭᖃᖅᑎᑕᐅᔪᖅ ᐊᐅᓚᑕᐅᓪᓗᓂ ᐃᓄᔾᔨ ᐊᒻᒪ ᐅᔭᕋᖕᓂᐊᒐᒃᓴᓄᑦ ᑲᑎᙵᔪᑦ ᐊᒻᒪ ᓇᖕᒥᓂᕆᔭᐅᒋᓪᓗᓂ ᐊᐅᓯᓗᒥᑐᒃᑯᓐᓂ. ᓄᓇᕘᑉ ᓴᕕᒃᓴᑦᑎᐊᕙᐅᓛᖁᑎᖓ ᓴᕕᒃᓴᑦᑎᐊᕙᐅᓛᖑᔪᖅ ᐅᔭᕋᖕᓂᐊᒐᒃᓴᖅ ᖃᐅᔨᔭᐅᓯᒪᔪᖅ ᐊᒻᒪ ᑎᒃᑯᐊᖅᑕᐅᓯᒪᓪᓗᓂ ᐱᕐᔪᐊᖑᓪᓗᓂ ᐅᔭᕋᖕᓂᐊᒐᒃᓴᖅ ᑲᓇᑕᒥ ᐱᔾᔪᑕᐅᓪᓗᓂ ᐱᒻᒪᕆᐅᓂᖓᓄᑦ ᓄᓇᕐᔪᐊᒥ ᓱᓇᒃᑯᑖᖃᖅᑎᑦᑎᓂᕐᒥ.

ᓄᓘᔮᖕᓂ ᐅᔭᕋᖕᓂᐊᕐᕕᒃ ᐅᔭᕋᖕᓂᐊᕐᕕᐅᔪᖅ ᓴᕕᒃᓴᑦᑎᐊᕙᐅᓛᒥᒃ ᐊᐅᓪᓚᖅᑎᑕᐅᑲᐅᑎᒋᓲᖅ ᓄᓇᕐᔪᐊᒧᑦ, ᐊᖏᓂᖅᓵᕐᔫᓪᓗᑎᒃ ᐊᒻᒪ ᒥᑭᔫᓪᓗᑎᒃ. ᑖᓐᓇ ᐊᐅᓚᓂᖅ ᐊᔾᔨᐅᙱᑦᑐᖅ ᐊᕙᑎᒥᒃ ᐊᒃᑐᐃᙱᓐᓂᖅᐹᖑᓪᓗᓂ ᑲᓚᒋᔭᖃᖃᑦᑕᕐᓂᖓᓄᑦ - ᓴᕕᒃᓴᖅ ᓯᖃᓪᓕᔭᐅᑐᐃᓐᓇᖅᖢᓂ ᐊᕕᒃᑐᖅᑕᐅᓪᓗᓂ ᐅᔭᕋᖕᓂᐊᕐᕕᖕᒥ ᐊᐅᓪᓚᖅᑎᑕᐅᓚᐅᖅᑎᓐᓇᒍ ᓂᐅᕐᕈᓯᕐᕕᖕᓄᑦ. ᑕᐃᒪᓐᓇ ᑲᒪᑎᓪᓗᒋᑦ ᐱᑕᖃᖅᑎᑦᑎᙱᑦᑐᖅ ᐃᒪᕆᓗᐊᕐᓂᕐᒥᒃ ᐱᑕᖃᖅᑎᑦᑎᓂᕐᒥᒃ ᐅᕝᕙᓘᓐᓃᑦ ᐱᐅᓯᒋᐊᕆᓂᕐᒥᒃ, ᓴᖅᑮᙱᖢᓂ ᑕᓯᕋᓕᐅᖅᑕᐅᕙᒃᑐᒥᒃ. ᑕᒪᕐᒦᒃ ᐊᖏᓂᖅᓵᕐᔪᐃᑦ ᒥᑭᔫᑎᓪᓗ ᐱᔭᐅᔪᒪᓪᓚᕆᒃᑐᑦ ᓴᕕᕋᔭᓕᐅᖅᑎᓂ ᓄᓇᕐᔪᐊᒥ ᐱᔾᔪᑕᐅᓪᓗᑎᒃ ᖁᑦᑎᓛᒥᒃ ᓴᕕᒃᓴᖃᕐᓂᖏᓐᓄᑦ ᐊᒻᒪ ᒥᒃᖠᒋᐊᕆᓯᒪᕐᔪᐊᖅᖢᑎᒃ ᐊᓂᖅᑎᕆᔪᓐᓃᕐᓇᖅᑐᒥᒃ ᐱᑕᖃᖅᑎᑦᑎᓂᕐᒥᒃ ᑕᑯᓪᓗᒋᑦ ᖃᓄᐃᓐᓂᖅᓴᐅᓂᖏᑦ ᐊᓯᖏᑦ ᐊᐅᓪᓚᖅᑎᑦᑎᑲᐅᑎᒋᕙᒃᑐᑦ ᓴᕕᒃᓴᒥᒃ.

ᐹᕙᓐᓛᓐᑯᑦ ᐊᐅᓚᓂᖃᖃᑦᑕᖅᑐᖅ ᐃᓄᐃᑦ ᐊᒃᑐᖅᑕᐅᓂᐊᕐᓂᖏᓐᓄᑦ ᐊᒻᒪᓗ ᐱᕚᓪᓕᕈᑎᒃᓴᓄᑦ ᐊᖏᕈᑎᑎᒍᑦ ᑖᒃᑯᓄᖓ ᕿᑭᖅᑕᓂ ᐃᓄᐃᑦ ᑲᑐᔾᔨᖃᑎᒌᖏᓐᓄᑦ, ᐊᒻᒪᓗ ᐊᐅᓚᓂᖃᖅᖢᑎᒃ ᐱᔪᓐᓇᐅᑎᖃᖅᑎᑕᐅᓪᓗᑎᒃ ᓄᓇᕗᑦ ᐊᒻᒪᓗ ᒐᕙᒪᑐᖃᒃᑯᓐᓂ ᐊᑐᐊᒐᓕᕆᔨᒃᑯᓐᓂ ᑲᓇᑕᒥ, ᐱᓕᕆᓂᕆᔭᖏᑦ ᐃᑲᔪᕐᓗᑎᒃ ᓄᓇᓕᖕᓂ ᐃᖅᑲᓇᐃᔮᓂᒃ, ᐱᓕᒻᒪᒃᓴᓕᕐᒥᒃ ᐊᒻᒪ ᒪᑭᒪᔾᔪᑎᓂᒃ ᐱᕙᓪᓕᐊᑎᑦᑎᓂᕐᒥᒃ ᐊᒻᒪᓗ ᒪᓕᒃᖢᑎᒃ ᓴᓇᕝᕕᖕᒥ ᓯᕗᓕᖅᑎᐅᓪᓗᑎᒃ ᐊᕙᑎᒥᒃ ᐊᒃᑐᐃᓂᕐᒥᒃ ᐊᐅᓚᑦᑎᓂᕐᒧᑦ ᐱᐅᓯᐅᕙᒃᑐᓂᒃ ᐊᒻᒪ ᓄᓇᓕᖕᓂ ᑲᑎᒪᖃᑎᖃᖃᑦᑕᕐᓂᕐᒥᒃ.