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00:00.
00:30with the support of the FF Pestaloci.
00:34However, I would like to say that the organization
00:37is part of this campaign,
00:40which is a part of this campaign
00:44because of the focus of the people
00:48and the other problems.
00:50But when they are in the question,
00:52they are aware that many of the parents are doing.
00:55It's a little more detail about this campaign
00:58which is important to consider
01:02that every child is not their child
01:05and that they are not their child
01:07when they are in charge of the protection
01:10and love.
01:12There are also 50 universities
01:14on the whole of Macedonia.
01:16We will have the opportunity
01:18with Mr. Жарко Змијанец,
01:20the director of the MeGESH
01:22and the first детской амбасада
01:24in the world.
01:26This campaign is a campaign
01:28which is, of course,
01:29which is related to the university
01:32but I would like to say
01:34that in this period
01:36when the education process
01:38of the university
01:39is finished,
01:40it will continue the activities
01:42because the children
01:43will not be resolved
01:45and they will not be resolved
01:47in the future.
01:48It will not be resolved
01:49in the future.
01:50Good morning.
01:52Good morning.
01:53Good morning.
01:54Good morning.
01:55Thank you for the opportunity
01:56to talk more about the campaign
01:57and the activities
01:58and the activities
01:59and the projects.
02:00Yes.
02:01How are you going to?
02:02I will say that
02:04I have finished the course
02:05of the year
02:06and the activities
02:07that the children
02:08are not finished
02:09only here.
02:10The activities
02:11are still
02:12and the communication
02:13and the communication
02:14and the development
02:15of the parents
02:16are huge
02:17in the support
02:18of their children
02:19whether in the school
02:20or in the school
02:21or in the school
02:22.
02:23Yes.
02:24You remember
02:25that generally
02:26the campaign
02:27is related to the work
02:28with the parents
02:29and the parents
02:30and the kids
02:31but I don't know
02:32where to start.
02:33Maybe
02:34the idea
02:35of how to get to this
02:36because it is
02:37because it is more
02:38needed
02:39especially for the children
02:40in our country
02:41because of all
02:42the social work
02:43that they don't need
02:44to be able
02:45to be able
02:46to be able
02:47to be able
02:48to be able
02:54to be able
02:55to know
02:56the mission
02:57of their family
02:58and the mission
02:59are still
03:00to be able
03:01to be able
03:02to stay
03:03in the same way.
03:04The first time
03:05I can go
03:06to the project
03:07we need
03:08to be able
03:09to get
03:11through the project
03:12and to be able
03:13to prevent
03:14the youth
03:15as the age
03:16as the youth
03:18and the participation of the students.
03:20And now we will start to understand how the project works.
03:32The last day I was thinking about how it could be
03:36to present the role of the students in the university,
03:40how it could be to present the mechanisms,
03:43the procedures, the procedures that we have in the university
03:47who react or prevent the pressure of the university.
03:52I got to the idea that maybe the best was to present
03:55the development of the university as a development of the university
03:58as a development of the university.
04:00Where we have the root, we have the root, we have the blood,
04:04we have the blood and all of these factors have their own role.
04:09And I said that the parents, in fact,
04:13they are directly involved in the university,
04:16and they are directly involved in the university,
04:19and they are directly involved in the university.
04:22I would say that they are in a way
04:24that they have to present the role of the university,
04:27for the fact that they have their own children
04:29and they have the benefits of the university.
04:31a manifestation of the benefits that there are in the middle of the school.
04:37So, it's a picture of the parents?
04:40Yes.
04:41That's the reason I might be able to do that.
04:45That's what it is.
04:49We have a group of students.
04:52We have a group of students.
04:55on the basis of the ultimate goal we could be able to create a way.
05:01And, since the main function, the main function of the blood
05:08will be the teachers, the teachers, the teachers, the students.
05:15And, since the main structure and functionality,
05:18the mechanisms, the procedures and the policies
05:22and the policies that function in the area of the university.
05:29So, I would like to show the importance of all of these activities
05:34in this kind of symbolic, kind of way,
05:38that the university of the university
05:40cannot only create one of those activities.
05:42It is not only the students, not only the students,
05:45not only the students, not only the students,
05:47not only the parents.
05:49So, for us to have a functional environment
05:51in which we will have a manifestation of the right effects,
05:55the action of the rules and procedures,
05:59some kind of structure where the importance of the teachers,
06:03teachers and teachers will be very visible.
06:07So, this is one of the best ways to introduce ourselves
06:12and that everyone can be able to achieve their own role.
06:18Please?
06:19We are very often at the preference of a different responsibility
06:24in the school.
06:26Everyone who is a part of the job as a result,
06:29in a particular case, everyone who is a different position,
06:32will influence the different way.
06:34Whether that is a part of the job,
06:38whether it is a part of the job,
06:41whether it is a part of the job,
06:44or whether it is a manifestation of
06:48some negative effects,
06:51after which system will need to follow,
06:55to react, to act, to include institutions.
06:59The campaign is a part of the job,
07:02how do children from the experience
07:05feel free in the school,
07:07even though it is a part of the job,
07:10because it is the second home.
07:12The most important part of the day of the job
07:15is to talk about in the school.
07:17How do you feel free in the school?
07:19How do you feel free?
07:20How do you feel free in the school?
07:22The approaching of the dicht on the �.
07:25In many pedigions,
07:26we have the summit of the left.
07:28However,
07:30the Làms are 50 districts
07:31to optimize the regions.
07:32To determine the region.
07:34There are also more and more and more corr salad.
07:35Yes.
07:36There are all regions, there are rural areas, there are rural areas, there are rural areas, and the difference is huge.
07:43In the feeling of freedom, in the way of manifestation of the violence, in the type of violence,
07:53which are, let's say, characteristics for that area,
07:58all schools are unique for themselves and even unique.
08:06These are the mechanisms, the rules and procedures that I remember.
08:10These are the general ways in which the system is forced to make prevention and reaction to violence.
08:20But, as I said, the system is more adapted to the rural areas,
08:28and in the rural areas, the people are very well aware of that.
08:33They often don't have the need to practice the mechanisms,
08:38the processes that they need to do when there are some types of violence.
08:44So, we don't get to a phase where we have the level of manifestation of the violence,
08:55meaning that they may be very hard to recognize,
08:59they may be very hard to prevent,
09:01but they may be very hard to prevent direct contact in these areas.
09:04Where they are small?
09:06Where they are small students, small students,
09:08where they are small students, where they are small students,
09:10where they have communication.
09:12So, according to which掌握 여러部,
09:14like in each school,
09:15as an example,
09:16everything has been designed to be supervised.
09:18And so,
09:18as you know,
09:19is the most important type of violence there are a number of identities.
09:24Also,
09:25there are a lot of activities in this area where there are just many types of violence,
09:29the physical, verbal, psychic, social, digital,
09:31and digital,
09:33so that digital in this time no one is still involved.
09:37No one is known,
09:38but there are only a new one school where
09:40where the young people have a lot of ways to manifest violence.
09:47So, when this is not been created by the law and the rules of the law,
09:53and where these mechanisms, the rules and procedures that we do not work,
09:59when the law doesn't work on the educational component.
10:03Yes, the education is in the question.
10:05Yes, so the importance of all of these things is huge.
10:09So, the point of the whole project is to focus on all of these things,
10:16above all of these things, not on the other things.
10:20Many times, we have a situation where the parents do not know the importance of their role,
10:26but also the importance of the role of the teachers, teachers and teachers.
11:01There are literally all kinds of things, so that the system works as it needs.
11:08But I remember the parents in the same time.
11:13Do you have a relationship with them?
11:15How do you meet the parents?
11:17Because in this time, as it is the child, it is hard to work.
11:22I would say that it is something similar to the parents.
11:26But are they all the important part in this campaign?
11:30Of course, the main role of the parents are in communication,
11:38and the work of the parents with the staff and the staff.
11:43Many times, unfortunately, we have some examples
11:48where the parents don't have a trust in their children.
11:51They are not aware of the needs of the parents.
11:53They are not aware of the needs of the parents.
11:56They are not aware of the needs of the parents.
11:59They are not aware of the needs of the children.
12:01They are not aware of the needs of the parents' students,
12:02because if they are not aware of the teachers,
12:04with the teachers and teachers, where they could find information about how a child can be placed in the school,
12:14whether they can be found in a type of problems.
12:17In the case, we have a situation where the child has not taken information from the child,
12:23where the teachers can not be able to meet the child and bring them to the students
12:29and the expectations of the child, according to the parents.
12:36So, we get to the situation where the children are isolated,
12:44they have a feeling of anxiety in the middle of the school,
12:51and in the middle of the school, they feel strongly
12:54and, therefore, they may have a feeling of anxiety,
12:59such as depression, anxiety, and so on.
13:03Even in a few weeks, it is mentioned that there are a few cases
13:10that have been related to the children of the school,
13:13which have been related to the children of the school,
13:16Yes, for the last two years, our service for social support for the children
13:26has been reported.
13:28Yes, for the problem.
13:30It is a line for children and young children.
13:34It was previously known as SOS Telephone for children.
13:38The number is 070390632.
13:42On this line, there are four psychologists, therapists, teachers, and so on.
13:51In the following line, the first one is the number of children.
13:57They have been reported with great information related to mental health.
14:05This was a change in two years.
14:10The last two, the second one, we have reported that the children are affected by violence,
14:19violence, violence, and other kinds of challenges.
14:22And now we have been reported in the last two years,
14:24and now we have been reported on the last three years.
14:26What do you think about that?
14:28Maybe the children are more angry?
14:31Or are they really angry?
14:33I don't know that they are angry.
14:35They are angry and they can share it.
14:37Or is it really the situation where we are going to live?
14:40And for others, the children and the young children are feeling like this?
14:46Yes, maybe they have a professional service
14:49as a relevant person in society,
14:52where they can find support and understanding.
14:57Unfortunately, many of the children who have been there
15:02did not find support and understanding in the home.
15:05Maybe they have children with the children
15:08where they may be able to deal with problems
15:11and problems with the children.
15:13Maybe they may have teachers, teachers,
15:16or teachers in the school,
15:18where they may be able to talk about the problems
15:21and they may be able to talk about the problems
15:22and teachers,
15:24and to speak about the problems
15:26for the children.
15:27They may be able to talk about the problems
15:30and to speak about the problem.
15:31There is a very important role in this matter.
15:33For them,
15:34they may be able to talk freely
15:37and to talk about the problems
15:40and every type of issues
15:42that they have.
15:43What do you think about the problem?
15:45They work with the staff, therapists, psychologists.
15:49What is the procedure for?
15:52It depends on the weight of the problem.
15:59These staff do an analysis of the problem.
16:04A new system brings them to the characteristics of the problem.
16:10And when there are serious violations of the rights,
16:14we react to the institution.
16:17Yes.
16:19Jarko, the campaign began in the past,
16:22even though the plans for the future of the school year
16:28are finished, but the activities are not finished.
16:34What do we know about the future of the school year?
16:43Yes.
16:44We have a lot of campaigns.
16:47We have a lot of campaigns.
16:48We have a lot of campaigns.
16:50We have other campaigns for students.
16:53We have a lot of campaigns for the picture of a generation.
16:55I don't know if we have some serious activity for the current cycle.
16:57We have some campaigns.
16:59If we have a campaign for them,
17:00we have a lot of campaigns.
17:02We have a lot of campaigns for the future.
17:03We have a lot of campaigns for the kids to collect the entire session,
17:04and that we have a lot of campaigns.
17:05We have a lot of campaigns.
17:07And that can be a little more common campaigns.
17:09the challenges that the parents are going to continue.
17:13Maybe it may be the priority of the school,
17:17and now it's another type of advice
17:21that the parents are going to be more-actual.
17:25The campaign,
17:29the main thing was to make an accent on the importance
17:33of the parents' prevention of the children.
17:37This campaign was mainly to provide knowledge
17:43for all the parents,
17:45that the campaign was not a child,
17:49that it was not only a child,
17:51that it was not only a child,
17:53that it was not a child,
17:55that it was a child,
17:57that it was a child,
17:59that we had to know.
18:01Many times when we had a bad communication,
18:03when the children didn't have a trust in their parents,
18:05that they didn't have a trust in their parents,
18:07that they didn't have a trust in their parents,
18:09and they didn't have a trust in their parents.
18:11If they were a child,
18:13they would have a trust in their parents.
18:15If they were a child,
18:16they would have some agreement with them.
18:17As a child was right in their parents,
18:19they would have a trust in their parents,
18:21and they would have a trust in their parents.
18:23At which school,
18:25if there was a child that there was no direct communication
18:27with their parents,
18:29then they could have a trust.
18:31We motivate them to have active communication.
18:35We often have students, parents, who don't visit the school.
18:45We have situations where the officers and the staff
18:49don't have contact with the parents.
18:55We have children who have different types.
19:03We have a temperament, a deviation.
19:07It is difficult for teachers and teachers to work with the children
19:13without the support of the parents.
19:15If the parents tell their children that they have a school,
19:19they will not be interested in them.
19:21If the teachers and the staff and the staff are interested in them
19:25to provide support for these cases,
19:29then we have only reaction and action.
19:35We can't expect any significant improvement of the students.
19:40This is why we have such a way to show the importance of all of them
19:46so that we have an independent school for which we are looking for.
19:51Why?
19:52We have many cases.
19:55We are mostly responsible for a reactive society
19:58where we are waiting for a certain number of people
20:02and that we are trying to do the work.
20:04No.
20:05And we are trying to do a lot of work.
20:07Yes.
20:08Yes.
20:09But we have examples.
20:11We have examples.
20:13Of course, we haveöd encounters the same time as well as we are using the student preaching.
20:20And then we are using the classroom.
20:22And we have examples of our parts.
20:24The problem is that we are basically doing the這裡 that we have.
20:25We have hundreds of steps.
20:26Yeah, so we have an example in this example,
20:27in the visual dimension.
20:28And we also have funky footsteps in our亲jean church.
20:29To be connected, students who are serving students in our United States
20:30and are TL mesa in our place,
20:31and we have a needful way to activelyDisquiet,
20:34and toeri pengenh milliseconds,
20:36and we are going to do what we know about…
20:38So that we are doing.
20:39And hence we've you helped out later
20:40to react and to prevent us.
20:44With our activities, we try to mobilize all the employees.
20:50We work with all the employees. We work with all the employees.
20:54We work with all the employees. We work with all the employees.
20:58We work with all the students.
21:00It's important for the students to give them,
21:04to show them their importance and their power.
21:08It's a small focus on the parents and the employees.
21:14In other words, the students have a significant role
21:19and have a potential in the most recent stage of the infestation of the violence.
21:25They do not forget and they do not forget.
21:27We support our educational services and programs.
21:31We do not hate them,
21:34to tell them that they manifest the right effects in the school,
21:41to be aware of it, and to prevent them.
21:45Not to prevent them from being aware that something is more extreme,
21:49and to prevent them, and to prevent them,
21:52and to prevent them from the danger.
21:55However, when they work for some kind of banal,
22:00and to prevent them from being aware of it,
22:03or verbal and psychical,
22:05where they can easily see the daily manifestation of the students,
22:11known as bullying,
22:13which is what we call it for a long time.
22:15These are the first steps.
22:20The point.
22:21The point.
22:22The point.
22:23The point.
22:24The point.
22:26The point.
22:28If they don't understand theц and would
22:33figure out the best of the Williamson,
22:36and although they don't manage the enseñanza and the teachers,
22:38if we don't and that they would reject them
22:41during the crisis into english and South African wives
22:43whether or not they can consider their precis of power.
22:44All this.
22:45Ask them for the semeranza and r트를 So make that
22:49if they do not track them down.
22:51Ask them for the Hidden Years…
22:53and they push the forge into the nenhum environment.
22:56I don't know if I had a child in the same way, but I was very excited to be here.
23:05We went on the field of the children, and I asked the parents if they had a safe service to them.
23:14He said, I am going to my child, and he came home, he was going to give him a little bit and he was going to give it.
23:21And I said, what do you do when your child doesn't have to throw it off,
23:27doesn't have to give you money, and you go to the house?
23:31And you think about the child and see it.
23:33So we have different characteristics of the child.
23:35We have extrovert and introvert.
23:37The child knows his own child, knows his own child, and knows his own child.
23:39And we need to recognize those small signals that show them when they are in a certain situation.
23:47We have a situation where we have a certain conditions.
23:53If the child doesn't know his child, we have a situation where there is no communication.
24:01If there is no communication, there is a space for manifestation of certain psychological problems.
24:11Jarko, the child is in our country and that's why it is very important to have these campaigns.
24:17We are not at the end of the day, but we are at the end of the day,
24:19the campaign is now at the end of the day and the end of the day and the end of the day.
24:26I believe that we have a repeatable process.
24:28We have to make sure that we are clear and clear and clear about the problems that we are in the future.
24:35Thank you very much for the presentation and we will continue to follow and keep following this information.
24:41Thank you very much.
24:43Thank you very much.
24:43Thank you very much.
24:44Thank you very much.
24:45Thank you very much.
24:47Thank you very much.
25:07Thank you very much.
25:29Thank you very much.
25:31Thank you very much.