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.
01:14For a while, no.
01:17We are not supposed to be lenient.
01:19What we're talking about in the future is the best way to the social networks
01:27where we can find information about whether we're a number of people with disabilities,
01:37particularly in the future,
01:40We have a form of the same.
01:41The form of the same is changed.
01:44When we had physical and physical and verbal,
01:51in the day, it was a very much more than the digital.
01:55When it was not only to be removed from the social media
02:00on the social media,
02:02but also the examples of physical, verbal and physical media
02:06the social media that we have to do with the damage and the damage
02:13of the victims of the victims of the victims of the victims.
02:19We can say that we can do with the following types of victims of the victims
02:25and the problems that we have to deal with children and children.
02:29Our line is the line for every type of victims of the victims of the victims.
02:36and, among other things, the more-actual problems are the same as a threat.
02:41The project of the promotion of the Unchilish community, four regional organizations,
02:46among which are the first Detsk Ambassador, the coalition of SmartUp Laboratories for social innovation,
02:54and the Makedon Center for regional education, with the support of the Detsk Fund Pestaloci,
03:00we work on a holistic approach, so a full-time approach,
03:04It's just an open source of the school system,
03:07through the mechanisms and the policies that have been carried out in the school,
03:12and the capacity of the staff and the staff in the school,
03:17for the recognition and the recognition of the violence.
03:19And so, we work on the recognition of the students,
03:25and on the recognition of the violence and prevention of the violence.
03:29The most likely that we will happen in the school,
03:33and there is one exception of the students who are in school,
03:34the students and teachers who are currently reading this,
03:40and that's what we see in the училищ center.
03:41It's not a big responsibility for the students.
03:43And even though they are also not interested in the school,
03:46the children, and the children,
03:51the siblings and the odds of the consideration of the freedom
03:54of the school,
03:56the injuries are also experienced in the school that may influence
03:59and through all the efforts of the student's office,
04:03to be able to do it in two ways.
04:05And, I would say, that the students are huge
04:10and we are proud to give them knowledge
04:13and to influence the same way
04:15that they can influence it
04:18in the community.
04:21Yes, I would say.
04:22We would say that we would say
04:24who is the one who is the one who is.
04:29The one you could think about
04:31the Miltoninha's office is the one who is the one who is.
04:33I do it.
04:33Indeed, a VP is an breaker to come,
04:38or they are the one who is able to afford it.
04:43We'll call it the ones who are interested in all the projects,
04:50which are also able to purchase it.
04:50And that we continue with the okay things
04:51in terms of their own hypothesis,
04:51that they are kind of wanted to learn
04:52and they will make itDIL.
04:55And, by the end of all the OSeks
04:57that they motivatedнить JONATHANIcks
04:58on an agresivness of their children,
05:03which are in the classroom, and in digitalization,
05:09we know that it is not to go on.
05:12But how did a teacher know that a child in class
05:18has some negative and aggressive elements that can be found?
05:25Therefore, we know that many of the students feel the problem that many of the parents,
05:32who may be able to get their involvement,
05:35they forget the moment that,
05:38with the lack of respect and respect,
05:41both at home and at the school,
05:43we have a situation where the teacher has taken their involvement.
05:51So I have to mention that they would not be anything specifically for the reasons why it is a special
06:01case.
06:01And in every case, it would be necessary to get involved in the reason, and to confirm the reasons.
06:11It's very fun when you say that the students are wrong, that the parents are wrong.
06:15Everyone who has their own role has their own responsibility.
06:19Most of the time, some of the other people have their own responsibility.
06:23But we don't have to continue.
06:25So, the responsibility of the children and the children must be shared with them.
06:30They are not isolated in the family, not isolated in the school.
06:36There are many groups in which they are moving.
06:38They have their own role in the development of the children and the children.
06:43We have many negative cases.
06:50We have many different reasons.
06:51We have many different reasons.
06:53We have many different reasons.
06:53We have the digital space and social networks.
07:00We have the number of times in the Internet.
07:08We have many different resources for example.
07:14Not only ones they have the Oats Cube.
07:23We have lots to fez
07:25with the dogma that they shouldn't have become very easily.
07:31on digital and the applications that they use.
07:36We aim to give them knowledge of the parents
07:41for the quality of communication.
07:44Today, for a while, parents have enough time to get them
07:47to get them to get them.
07:50It is often working for a variety of training
07:52on the training.
07:53One, one, we do it on the other,
07:55and we do it on the other.
07:56The parents have to get them to get them
08:02and it is easy to do with students.
08:06We do it on the other hand.
08:07Lighting a digital model
08:07and the other students tell us
08:09how to do it on the other hand
08:11and they make them use social media
08:13and digital media.
08:14So if we are in practice and show the other one, we can make confusion and we must be in
08:21the process of being in practice.
08:24We also make a example of the parents for the kids.
08:27And so we also have the training of the students.
08:29We also have the training of the staff and the staff.
08:33We also have the training of the staff and the staff and the staff,
08:34and we have the training of the staff and the staff.
09:12to have activities that will be on the next step,
09:17that will be on prevention, prevention,
09:20prevention, and other interests of the students.
09:24This project is where we work.
09:29We have an initiative for the project
09:31where the children are motivated
09:34to invest in some of the activities
09:37that are in interest.
09:38We have an initiative for the children
09:39where the children are creating a podcast
09:43and their families adapt to the students
09:47and research.
09:48There are many initiatives
09:49on the interest of the children
09:52that can be together
09:54or when they have a time
09:56and time and time
09:58and time and time
09:58and time and time
09:58and time
09:58and time
10:08and time
10:10and time
10:23as we have liberal views, and when we talk about ограничing social media,
10:29and if it is not a fundamental right, it can be ограничed,
10:34and it should be legal, as we call it, proportional,
10:37as we call it, the Minister for Education and Education,
10:41along with the Minister for Digitalization,
10:44we have a system, and we have a system,
10:49and we have an institution that can't regulate it.
10:52We have Wi-Fi-zone, so that it has the latest technologies
10:57that will continue to reach the digital era.
11:03So, I will tell you that the parents,
11:08if not the same children, the same parents,
11:11they may be able to do the instruction on the children
11:13under the border,
11:14which is already removed from the applications,
11:17and the same applications,
11:19that they will not be able to do that,
11:22and that they will not be able to do that,
11:24and that they will not be able to do that.
11:24So, there are some parents,
11:26and the parents,
11:28they will be able to do that
11:29and, after all,
11:33they will be able to do that,
11:40and that the children use social media.
11:57So, first,
11:58problem. We're talking about the ограничing of the
12:01applications for the children of 16 years.
12:04For me, it's a very high limit.
12:08We should start with the limitations of the children
12:13and the children of the children, how much time can
12:18be used to have the internet.
12:20For the young children, they are 13 and 14 years.
12:23There are children who need to have a look at how the time they are talking about the children on
12:29social media,
12:30how they communicate on social media.
12:32We have predators on social media, we have digital violence, grooming.
12:37There are types of violence where the children can be injured.
12:41The children have to be used to follow the internet and how the children need to give their children.
12:49We have to move on to the child, as we can do it, and when we do it for the
12:55children,
12:58we have to do the best practices of the children,
12:59as we know in a way that we can do the best practices of the children,
13:09so we can talk about the problems when we do it.
13:13It is important to us to talk about the institution.
13:19and there are arguments about why and why not.
13:23So, everything that is a dilemma,
13:26where there are more than a number of people who are working,
13:29and they need to figure out what is best.
13:35Let's look at these questions.
13:41How did you deal with such a situation
13:46that is not the first time to deal with this problem.
13:50I will say that in this moment,
13:53this is a large number of actual cases.
13:58How do they show them?
14:01The children are still young,
14:04and they are quite happy to find out
14:08that the social networks should be used
14:13as well as the social networks.
14:17So, first of all,
14:18we look at the practical skills
14:21for the development of the social networks,
14:22with a model of the social networks.
14:26How can you do that?
14:27How can you do that?
14:28You can put 10 students
14:31to be in the department of the department?
14:33Yes.
14:34In the department of the department,
14:35the children will find out
14:36how to become verbally aggressive.
14:40You can have the ones that are saying
14:44that they need the environment.
14:45You can't realize that the children
15:00that they need to belong in age.
15:04The children need to be well-verted.
15:06They are thinking of whether they need to know
15:08whether the children are
15:09. . . . .
15:38So we have a lot of things to do. We know that we have to do it and we have
15:41to address it and address it and address it and address it and we have to do it with the
15:44university and the activities that we have.
15:48We have to do it with the staff for the recognition and the reaction to the nation.
15:58We have to do it with the students that we have.
16:24more and more on our children.
16:26It means that we can do something plus.
16:28We can see that we have different jobs
16:30and that we need to do it in the day.
16:34We live in the day when we live,
16:35when the digital growth is on the level of the level,
16:38when the financial services are on the level of quality,
16:43we also have a lot on the time
16:46when the parents don't have it for their children.
16:50And there is a very big deal with the problem
16:53where there are no real conversations
16:56about the very important topics,
16:59but also the examples of the children.
17:02When the parents are on the level of the child,
17:04it should be needed to take care of their children,
17:07even when they come back to the school,
17:09to ask them how they feel,
17:11what is the problem in the school,
17:15whether they have a lot of children,
17:18whether they need to take care of their children,
17:20whether they need to take care of their children,
17:23or they need to take care of their children,
17:36whether they need to take care of their children,
17:52and they need to take care of their children,
18:00and they need to take care of their children,
18:22and the one who has their own responsibility
18:25is that they can see anything that needs to improve.
18:31There is no one who is unwritten or is not a solution,
18:35or is not a solution.
18:38It's important to work on our role
18:42and what we can do on the right level
18:45to the same level of education,
18:47and the best for children and children,
18:50especially in today's time, the isolation and the use of social media
18:59and so many hours, if I don't agree, with some of the latest investigations
19:05of five hours, but more on social media, internet and other digital platforms.
19:16The fact that the Ministry of Education and Education
19:20has reached 34 people, but one of them is not accepted,
19:26based on social media and internet.
19:29I don't want to put them in the statistics.
19:33How can we tell the young people,
19:40as they absorb everything that they see,
19:45that the communication is such a thing,
19:48especially on the relationship of parents,
19:50the school and other institutions.
19:52In terms of 34 people,
19:54the idea of the people,
19:58like the MON,
20:00and the school services in the school,
20:04is to stop the development of the development of the other levels.
20:09So, when it happens,
20:11the physical and verbal,
20:13it's important that it's important for them to react
20:17even before it happens.
20:19Even before it happens,
20:20it's important for them to react
20:20to the real changes to the children and the children.
20:24Me too, three or four of them didn't bother me as a result of them,
20:29but we didn't know them as a result of some significant events
20:34on digital and physical violence, like for example,
20:38on Giorgio Petrov, like for example,
20:42on the last attack of the Nosh.
20:45So, these are the questions, as you can see,
20:50they can be found and found,
20:51so that they should be able to react.
20:54Maybe they should be able to react, maybe they should be able to react.
20:57But if they don't be able to do it with the intensity
21:04as for example in the Giorgio or the use of the Ladno Rouge,
21:10then the most important moments and opportunities for them
21:14will be completed.
21:15And the idea is to be preventive to do it
21:18even in the beginning of the stage,
21:20where they will be able to do it with the physical and verbal forms of violence
21:24so that we don't get to this type of violence.
21:29Thank you for the time.
21:30I hope that this discussion will be able to get a discussion
21:35especially for those who are most likely to be young,
21:39including the parents, the teachers, the teachers and the teachers.
21:42Thank you for the time.
21:43Thank you for the time.
