00:17How can we deal with this dimension?
00:30We're talking about Jarko Zmihanac, who is the director of MEGESH, the first district district.
00:38Mr. Jarko, we're talking about my advice about why we're talking about specifically.
00:42What is the dimension of, so I'm saying, of the threat of the family, especially for the most young people?
00:50We're talking about the threat of the military, and we're talking about the threat of the military.
01:02Yes, now we're talking about the last kind of threat of the university of Skopje.
01:13We're talking about the events of Skopje.
01:31Thank you very much.
01:56not only that it is happening on social media,
02:01but also on the example of physical, verbal and physical media
02:06that can be shared on social media,
02:09and there are also a pressure of the victims of the victims of the violence
02:14and the violence of the violence.
02:19We can say that we are in relation to the types of media
02:24and the problems with children and young children.
02:28Our line, as well as a group of children,
02:32is the line for every type of problems with young children.
02:36And among other things, the most important problem is
02:39the number of children.
02:41The project for the promotion of the social media,
02:45four organizations, among which are the first
02:47.
02:49We have a project for development.
02:59We work on a holistic job,
03:03a similar process on the institution,
03:07depending on the political policies
03:09which are studied towards the department of school.
03:12and the capacity of the słu働ки and the staff and the staff in the school
03:16in the pre-conference and behavior of the violence and violence.
03:19So I think that we work on the capacity of the staff and the staff
03:25and the staff in the same way.
03:26The most likely that it will happen to the type of violence in the school,
03:33the staff and the staff and the staff and the staff and the staff
03:38and we don't forget to forget that the parents had a lot of responsibility.
03:43And beyond that, that is not true for them in the school.
03:46On the other hand, the parents, the parents,
03:51the kinds of families, the benefits of the teachers,
03:55the benefits of the students,
03:56they can also influence them in the school.
03:59And through the history of the school,
04:03we can also encourage them in the school.
04:05I would like to say that the students are huge and we would like to give them the knowledge that
04:14they can influence themselves in this area.
04:21Yes, I would like to say.
04:27We would like to say that the principal is the principal.
04:33We would like to say that the principal doesn't have the same mechanism as a public loan.
04:38We would like to say that the principal is the principal.
04:53the schoolwork of the schoolwork,
04:55and the development of the schoolwork
04:56is to ensure that
04:58an aggressive
05:01treatment of children
05:02that are in the schoolwork
05:06and the digitalization
05:08is not
05:10necessary to be
05:11to understand
05:12how the teachers
05:13know that a child
05:17in class
05:18is to show
05:19some negative and aggressive elements that can be found.
05:25We know that many of the students feel the problem that many of the parents,
05:32in order to make their own involvement,
05:34they forget the moment that, with the lack of respect,
05:40and in terms of training,
05:41both at home and at school,
05:43we have a situation where the student
05:46has become a situation where the student
05:51I mentioned before that,
05:54I could not be able to get anyone out of the way
05:58that every one of the cases,
06:00which is a unique case,
06:01and every one of the cases,
06:02should be able to get into consideration
06:08and to confirm the reasons.
06:11It is very useful when the students are wrong,
06:13and their parents are still living,
06:15everyone knows their own responsibility.
06:19Most of them have to be part of the responsibility.
06:23Most of them have to be part of the responsibility of the children.
06:24We are not able to continue,
06:25but the responsibility of the children must be part of the children.
06:30They are not isolated in the family,
06:33but only in the school.
06:35There are many communities in which they are living.
06:38We have a lot of people that are lost in the past few years.
06:43We have a lot of negative effects on the country and in the future.
06:51We have many different reasons.
06:53We have a lot of reasons that many reasons have been mentioned in the digital and social networks.
07:00We have a large number of decades and many MANY children have mentioned
07:06on Internet.
07:08For example, there is a question for the city that
07:12we can publish to the UK,
07:14and on the way for the Dimaosura,
07:17to the U.S.
07:18and Internet.
07:18The issue for us is that the parents
07:21have to make them happen.
07:26and they have to make them up.
07:27They have to follow up and see the cases
07:30which the Dimaosura can be on digital.
07:33and the applications that they use.
07:36We aim to give them the knowledge of the parents
07:41for the quality of communication.
07:44For example, parents don't have enough time
07:47to get rid of them.
07:50They work for a variety of training.
07:53One is one of the other one,
07:54and the other one,
07:55the other one,
07:55and the other one,
08:02the other one,
08:04and the other ones,
08:06we work for a variety of training
08:08to continue to give them
08:08in particular항 miles
08:11and we have time to explain
08:13theuthanken PE
08:13and the k Unknown helping us
08:16and we'll show in the process, to create confusion and we'll be able to do the following
08:21that we'll be able to do that and to be a example for the children.
08:27Even though the children are in the middle of the school, even with the work with the staff and the
08:32staff,
08:33we have a lot of kids who are very hard to take care of the faculty and staff
08:37to be able to do the school, in the kids' children, in the teachers.
08:42And again, we have centeredan community under our education.
08:45We have an infrastructure for our children,
08:45as a matter of our education.
08:50We have to talk about different themes,
08:53and we are going to talk about theinformation and the social work.
08:59And therefore being organized by the kids' school,
09:03and we are trying to support our education students.
09:04And so we are trying to continue to grow our education
09:07for student participation.
09:08It's important for students,
09:09to be able to have
09:14activities
09:15which will be
09:18prevention,
09:20and other interests
09:22for students.
09:24This project
09:25works
09:28and we have
09:29the initiative
09:30to be able to
09:37the activities that are
09:38in the interest of the children.
09:40They create a podcast
09:43and their own
09:45adapt to the
09:47research.
09:49Many initiatives
09:50for the interest of the children
09:52that can be together
09:53or if they have
09:55a time and time
09:57to be able to
09:59talk about the activities
10:01and interest.
10:05What
10:06is
10:06what
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10:06what
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15:07the
15:08Therefore, that we need to be similar to that,
15:10that the entire community is different from educational.
15:14The risks that are happening in the house are different from educational tools.
15:19We have one of the classes, one class,
15:22which is one of the three types of characters,
15:24which we can create an individual that will be agreed to.
15:29It is often known that the community is not the most important age of the children,
15:33that they feel isolated from the community,
15:36others have made some of that information,
15:38so we know them and we address them as a plan,
15:43make them all those kinds of local practices,
15:47and we have all the activities that we have.
15:48We have all the work for the staff on those names and
15:53the relationship between them,
15:55and we have all the work for the school of the public,
15:58where we have all the work,
16:00and we are on this one,
16:03we're trying to help parents,
16:04children's types of types of children, because the child can make
16:07introspection, analyze, for example, and recognize the type of children
16:11that they use. I have to say that there is a lot of children
16:16between them, but there is a lot of children who make it
16:19more than they do, and it is enough to make it more than
16:25our children. So we have to make something more, we have to
16:28look at it, and we have to make it more, and we have to
16:33look at it, and we have to make it more that we have
16:38in terms of learning, and we have to make it more
16:40to build a digital development, and so we have to
16:45share with you, and we have to make it more
16:49to our children, and that is a big deal
16:52of problem, so there is no kind of
16:56conversation about many important topics,
16:59and also the best practices.
17:01Yes.
17:02In the case of the student, when we were to call the students,
17:04we needed to get attention to their children,
17:07even when they were brought to school,
17:09even if they were to ask me to ask if they were feeling
17:11what they were in the school,
17:15whether they were in the classroom,
17:17whether they were trying to get attention to their children.
17:20Do they need to get attention to their children?
17:21Do they want to take attention to their children?
17:24Do they need to be impressed with the students?
17:30Yes, yes.
17:30Yes, as for the parents, we have a group of parents and a group of staff and staff members who
17:40are very important and very important to do their work.
17:43So, we have to say that we have some examples of the programs that could be a model of staff
17:51for other schools,
17:53where the staff and staff members are on a higher level of their jobs.
17:59I can't wait for them, and it's not a part of the program.
17:59So, we have a lot of students that are very important and important to know these students,
18:05and we can't do that, and we can't do that in the other way.
18:10We can't do that in the same way, children, and staff members, and staff members,
18:15and we can't do that in a way, unless we can't do that in the same way,
18:21on the other side, and make them a single analysis,
18:25in the same way, and our responsibility is to see it's an important to know the importance of helping them,
18:28they have something that needs to improve.
18:31Because there is no one who is not regretting,
18:33that is not regretting, that is not regretting,
18:36but it is important to work on what is our role
18:42and what we can do to make
18:44on the creation of the social media
18:47and the goodwill for the children and children,
18:50especially today, the isolation
18:52and the use of social media.
18:58And so many hours,
19:00if not,
19:02with the last few hours,
19:06the children are on social media,
19:11and on internet,
19:13and on other digital platforms.
19:16The fact that the Ministry of Education and Education
19:20has reached 34,
19:22but it is not one case
19:24that is not one case
19:26based on social media,
19:29and internet.
19:30I would not be able to count them
19:31with statistics,
19:33but the question is,
19:35how can we tell the young people,
19:40as they absorb the information
19:44that the communication is
19:46especially on the relationship
19:49with the parents,
19:50with the school,
19:51and the other institutions?
19:52in terms of 34,
19:54in terms of 34,
19:56the idea of the information
19:58like the MON,
20:00and the school,
20:03and the school,
20:03and the school,
20:04it is to prevent
20:06the development
20:07and the development
20:07on other levels.
20:09for more information,
20:10which means that
20:12there must be shown
20:14to the same length
20:18until it is resolved.
20:24It will not be expected
20:30to this change
20:32and the other kind of a significant event,
20:34such as the digital and physical
20:35and physical cases,
20:36for example,
20:38and for example,
20:41for the last
20:43incident,
20:43so,
20:45these are the claims,
20:48as you can see,
20:50and the fact that they have to be able to react.
20:54There is a way to react.
20:56There is a way to react.
20:57However, if they don't
20:59and if they are able to do it with the intensity,
21:05for example, in Giorgio or now,
21:07with the use of the Ladno Rouge,
21:10then most of the most important moments
21:13and moments for them have been missed.
21:15And the idea is to be preventive
21:18to deal with the beginning of the stage
21:20where they are able to do it
21:22with the psychological and verbal signs
21:24of the violence,
21:25so we don't get to that type of violence.
21:29I thank you for the time.
21:30I hope that this discussion will lead to
21:32a discussion,
21:35especially for those who are the most likely
21:37in the middle of the young people,
21:39the children, the teachers,
21:41the pedagogical service and so on.
21:43I thank you for that.
