Наша утринска тема_ Кампања „Нема туѓо дете“

FIRST CHILDREN'S EMBASSY IN THE WORLD MEGJASHI

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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.

24:44Thank 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.

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