ࡱ> @B=>?[bjbj.ΐΐJ'| | 8 ,Yr pz"wwwXXXXXXX$[%^f&X"ww""&XXq*q*q*"Xq*"Xq*q*?MQKLP' P"WX0Y,P^(^DQQ"^ Rwq* 0www&X&X)wwwY""""^wwwwwwwww|  : The 3rd International Conference on Advances and Systematic Research ECNSI 2009 8th Special Focus Symposium on ICESKS: Information, Communication and Economic Sciences in the Knowledge Society, Zadar, Croatia EDUCATORS COMMUNICATION COMPETENCE FOR WORK WITH PARENTS Ljubica Bakic-Tomic, Jasmina Bozic, Giovanna Kirini Bakic-Tomic, Ljubica, Ph.D., The Faculty of Teacher Education of the University of Zagreb, Croatia;  HYPERLINK "mailto:lj.bakic-tomic@ufzg.hr" lj.bakic-tomic@ufzg.hr Bozic, Jasmina, M.A., Faculty of Humanities and Social Sciences, University of Zagreb, Croatia;  HYPERLINK "mailto:jbozic@ffzg.hr" jbozic@ffzg.hr Kirinic, Giovanna, B.A., Elementary School Ivo Andric, Zagreb, Croatia;  HYPERLINK "mailto:gkirinic@inet.hr" gkirinic@inet.hr ABSTRACT From 1990s transition in Central and Eastern Europe caused moral crisis in transitional societies which results in shaking of social and individual values and values vacuum. Family is a base of society. Its health is sine qua non for health and wealth of the society. Development of educators communication competence for work with parents emphasizes highly important, but rarely recognized urgent need for educators to be prepared to work with parents in solving everyday life problems in upbringing of their children. Experience and examples of workshops are given, which are based in living human values in families, and how to achieve this. Key words: communication competence, educator, parents, family, human values, dynamic parenting INTRODUCTION To learn how to earn for the living is only half of the work. The other half is that we make that life meaningful worth living. The Teacher The Report from the UNESCO's International Committee in developing education for the 21st ct.(J.Delors and others.), and the Millennium Declaration the policy document (Millennium Development Goals) from the UN for the 21st ct. (00-15.) suggest changes in education the educators (from the pre school to the higher education institutions) is a policy document of the UN for the 21st ct. (00.-15.), in the aim to state their new competencies, development of the new communication model studies, in which the interpersonal relations as ever until now, demand new approaches, new methods, new curriculum. The latest approaches are based on the concept educator - communicator, communication knowledge and skills. That is somewhat a more complex approach which sustains communication requirements in the profile of the current educator. (Baki-Tomi, Lj. 98., 99., 05., Bratani, M. (01,03,04.) K.R. Popper and J.C. Eccles(90.) in the interpersonal communication have shared role coming from the trialistic interpretation of the hypothesis of the three worlds: physical, psychological and cultural. We learn communication by communicating, and that is a cyclic dynamic process which begins at birth, and ends with death. Therefore, to learn in a more quality way, correct, improve and develop your own communication competencies, is never too late. What differentiates the effective from the ineffective educators? They are not totally harmonised by the given answers and mention the four groups of key elements: knowledge, behavior, motivation and skills. (K.S. Kathleen 98.). In general, communication competency in the world, many authors will be using: Holand,J.L. and P.1980., Lustig,M.W. and King, S.W. 1980., Lerner, B. 1981.,Jones,T.S.&Brunner, C.C. 1981. Spitzberg,B.H. and Cupach,W.R. 1984., Baai/Hudina/Koller-Trbovi/}i~ak 1994., Neulip, J.C.&Grohskopf,E.2000., Bratani,M., 2002.,2003., 2004., Baki-Tomi, LJ. 1999., 2003., 2004.,Valente, M., i Horn, J.E. 2005., Santos ,A.P. 2005., Elliot, J. and Grigorenko, E. 2006., Allen, S. 2006. Communcation comptency some authors observe as hollistic (Bratani,M.2002, Baki-Tomi, 2003., Plenkovi,J. , Baki-Tomi,Lj. Foy,S.1999.) or as integral method (Baai/Hudina/Keller-Trbovi/}i~ak1994), or as a new paradigm of education (Bratani 1999,2002., `poljar,K.2001, Splical,S.2005) or is studied as a communicational profile (Baki-Tomi,Lj.2003, Lewis, M., Valente,M., Horn,J.2005) or as communicational style of the educators (Jones,t.S.&Brunner,C.C.1981., Fortunati,S. 2000.,Baki-Tomi,Lj. 2003.) Mainly the majority of authors agree that communication competency of educators create knowledge, behavior, training, motivation, skills and stances. The greatest barrier in developing communication competencies present stereotypes, prejudice, but also poor communication habits (Baki-Tomi,Lj. 2003., Baai/Hudina/Koller-Trbovi/}i~ak 1994). Communication competence can be defined as a possibility of adaptation of the message in interaction and the context, where the feedback provides as information on successful or unsuccessful adaptation. 4 elements of the competence are: practicing communication competences depend on the accessibility of the repertoire of relevant experience, critical choice of relevant experience from the individual, realisation of certain tasks or goals with the help of new experiences, thus enhancing own repertoire of experience and possibilities of the objective evaluation of changes. The evident consequences of the communication incompetence is the existence of lack of motivation and running away from school, loneliness and aggressiveness in children, lack of discipline, alienation, conflicts and problems and poor cooperation of educational institutions with the parents. Communication as a science and an art in education has not received proper attention in the future teachers' curriculum and the course has been an attempt to correct that misfortunate shortage. This was performed through a communicology programme with sound ethical foundations in the form of universal human values that underlie responsible parenting, designed for students of the teacher-training faculty with a view to enable full development of their communication skills as well as prevent their turning towards mere rhetorics that characterizes much of our media space and political realities surrounding us. USA are the world leader in research of educational innovations, including methods of learning and teaching, but unfortunately most of this new methods are not taught on academic level, and they are even less systematically implemented in compulsory forms of education. At Cambridge College of Massachusetts, at University of Huston, G. Dryden and J. Vos (2001) compiled four part curriculum and on first place they put curriculum of personal growth and development which includes selfconfidence, motivation, ability to communicate and ability to create and retain relationships. It is possible to expect some changes in our curricula as well, if research creates long term influence on upbringing and education practice and education of educators. DYNAMIC PARENTING EDUCATIONAL PROGRAM Dynamic Parenting is educational program which has been implemented by a married couple Pal and Tehseen Dhall in Australia for 20 years. Working as psychiatric counselors in  HYPERLINK "http://www.eudict.com/?lang=engcro&word=student%20counseling%20center" student counseling center they have realized that questions and problems that parents are facing are repetitive. This couple proactively worked with parents teaching them how to do quality communication, how to be proactive, and how can parents be good life leaders for their children. At the end they have created workshops of Dynamic Parenting. Handbook is translated in Croatian and implemented in some schools. The program is slightly adapted to work with students at The Faculty of Teacher Education of the University at Zagreb, Croatia, so that we can prepare them for methodical work with parents, because there was no such course. There was one more reason for this workshops: at The Faculty of Teacher Education of the University of Zagreb, Croatia, Communicology is not compulsory but elective course, which was introduced by first author for the first time two years ago. Students cordially accepted it and wanted continuation of the course applied communicology. COMMUNICATION AND HUMAN VALUES From 1990s transition in Central and Eastern Europe caused moral crisis in transitional societies which results in shaking of social and individual values and values vacuum. There was need for reconstructing the values, but what are the values? What is the source of values is it empirical or transcendent? There is confusion in the concept of values, because there is no consensus in social sciences on conceptual framework of values. Different views on values: a) Values as norms, definition prevails in social sciences values are normative rules of society group norms and disregards subjective aspects of values; b) Values as cultural ideals, e.g.: what Milton Rokeach measures in his famour value survey: goals and ideals, but cultural ideals are not always motivating factors of actual behavior; c) Values as assessments of action, values as moral judgments of behavior, but the concept of values is broader; d) Values as beliefs, this concept of values is a mixture of behavioral norms, descriptions of the desirable/good, and descriptions of the actual/real; e) Values as objects - Ralph Turner and other theorists saw values as objects that are shared and in the public domain; R.B. Perry values refer to interests focusing on objects, this is too broad, all-inclusive definition of values; f) Values as value orientations - value orientations deeply rooted set of culturally patterned responses to environmental challenges, here values are seen as embedded in a cultural system; g) Values as behavior probabilities - values are components of personalities that make probable that a particular behavior will occur in particular circumstances, here values are defined only in terms of individual behavior; h) Values as generalized attitudes - values are general predispositions to act they differ from attitudes they transcend specific objects and situations (Hutcheon, 1972). This is a situation of a changing cultural environment; it is possible that individuals' value systems develop to become autonomous, value-defined self, free from imperative of necessarily accepting external authorities or power. The model we adopted - Ethical universalism and from this platform we proceed towards the model of universal human values that stem from the following sources: Immanuel Kant's categorical imperative: Act only according to that maxim whereby you can at the same time will, that it should become a universal law." The Golden Rule found in numerous religions including Christianity: "Do onto others as you would wish them do onto you." or Treat others as you want to be treated. What are true values? We can realise it in simple examples. For instance, the value of the salt is in it saltiness, the value of sugar is sweetness, the value of a man is his character, and value of humanness is in unity of thoughts, words and actions. Human values are fundamental and universal qualities. They are innate in human beings but we must extract them from inside where they are hidden. (educere) What are the virtues? They are: truth, love, right conduct, non-violence and peace. They are acquired qualities of personality. One develops them through all his life. They are based on human values. They are: goodness, patience, responsibility, forbearance,  HYPERLINK "http://www.eudict.com/?lang=engcro&word=consistency" consistency,  HYPERLINK "http://www.eudict.com/?lang=engcro&word=perseverance" perseverance, selfsacrifice, loyalty,. The five human values are the basis of all ethical values that are the foundations of the todays civilization. This program of dynamic parenthood through five human values helps a teacher and a parent, and thus a child as well, to make conscious or bring on the surface, the concealed values which support their self-confidence and motivation, self-consciousness educare. In that way we make a quality communication possible, based on mutual acceptance and understanding. A short explanation of each human value follows in order to better understand the results of the communication profile: Truth Non-verbal potential means understanding and interpretation of body language (miming, gestures and movements) as a help to verbal communication, to express ones attitudes and emotions and their sincerity in the communication process. Love Verbal potential, means good speech manners, i.e. passing messages in such a way that another person understands them better. Messages should be complete, clear, unambiguous, inoffensive, and not generalizing (using words such as never, always etc.) Non-violence Relation potential, means willingness for a relationship, tolerance, good intentions, and accepting another person with all his/her virtues and vices no matter what his/her temporary mood and reactions are. It implies communication listening, i.e. emphatic ability (the ability to understand another person). Peace Unconscious potential, means understanding yourself and another person in the interactive relation. One should be conscious of the fact that one person communicates with another through his/her own personality, experience, beliefs, values, norms but with defences, prejudices, fears and frustrations as well. It means that we should be equal in communication with others but not superior or inferior to another person. Right conduct Dialogue potential, means the ability of one person to cooperate with others and to lead a sincere and open communication without crazy and unfair techniques and games. It means discovering and understanding expectations, needs and intentions of others as well as informing other people of ones expectations, needs and intentions (applying successful communication methods feedback, metacommunication, persuasion and negotiation, it is possible to realize quality and congruent communication the unity of words, thoughts and actions). The final goal of education is human personality, and teaching about it is based on the following principles: humanness, the unity of differences, excellence, wholeness, human perfection. These are principles that are emphasized and supported by the new post-modernistic pedagogic theory. P. B. Fitzwater said: You can buy a person's time; you can buy their physical presence at a given place; you can even buy a measured number of their skilled muscular motions per hour. But you can not buy enthusiasm... you can not buy loyalty. You can not buy the devotion of hearts, minds, or souls. You must earn these. METHODS The purpose and goal of research is to create a high quality and efficacious training program for educators that will be implemented in existing educational programs of the teachers faculties as the fundamental (basic) education which would provide teachers with higher communication competencies in their work with parents. Research problem: The research problem is to create interaction and feedback in the communication environment with the purpose of mutual understanding, respect and motivation, helping each other develops in the atmosphere of justice, humaneness and democracy. Research questions: In the frame of the scientific project: Informative-communicative educators' competencies, the following questions were aroused on which this experimental workshop program with evaluation should have answered: 1. How can communication knowledge and skills, that are often a result of experience, be collected from the competent individuals? 2. How to adjust communication knowledge and skills to peculiarities of the communication situation (differences of context)? 3. What are the factors that motivate educators to communicate competently? 4. What is the best way to develop relevant communication skills (personal judgment)? Sample: During year 2008th at the Teachers Faculty of the University of Zagreb students of 3rd and 4th year of class teaching are offered elective course titled as Dynamic Parenting Workshops, and 90 students divided in 4 groups were participated in 30-hour program. The students were mostly of the female population. After the program the evaluation questionnaire has been divided to students in order to be anonymously filled out and leaved in professor's box. RESEARCH PROGRAM: DYNAMIC PARENTING WORKSHOPS In the modified curriculum the topics are being reshaped to cover more space for practical students' work with parents whereby students are allowed to co-moderate certain segments of the course; moreover, hands-on aspects of skills are placed into improved balance with their conceptual foundations. Educators are envisaged to play a vital role in this program. The research teachers team was consisted of: communicologist, pedagogue, and philosopher. They have been further developing the curriculum with a view to create a genuinely transdisciplinary course for teachers willing to undertake an effort to build bridges with parents and community at large, and thus improve the overall teaching/learning process, its perception in local environments and contribute to violence prevention in contemporary educational settings. They will need to become familiar with human values, how to live them in family and with effective techniques of adult education. The Workshops that follow rely on two main types of sessions self-awareness and skill building. The self-awareness sessions aim to heighten sensitivity and emphasize inner processes such as motivation, understanding and reflection. Skill building aims to make parents external behavior more effective, to make it congruent with deeper levels of understanding. The two types of sessions further the aim of leading the parents into an understanding and implementation of human workshop. Dynamic parenting and Education in Human Values are an ongoing process. It is constantly operating in the inner life and in all external actions whether we are at home with our family, in the workplace with our colleagues or with strangers in the shopping centre. In the material that follows, the family processes are explored as opportunities for personal transformation. The skill building and awareness are not limited in their application at home, nor are they completely separate and compartmented. They mutually reinforce each other and both support positive family dynamics to enrich and make creative all relationships. The practical application of the Workshops therefore will not be confined to the four walls of the home. The skills that the parents cultivate will apply to all areas of their lives. They will find that every situation provides opportunities to deepen self-awareness and cultivate their skills. Improved family dynamics and increased strength in the members of the family will be only one measure of success of these Workshops. The real success will be whether the parents have been enabled to live their lives both at home and outside of it inlighted with human values. THE GOAL AND OBJECTIVE OF DYNAMIC PARENTING WORKSHOPS To enhance the self-consciousness of the parents Through workshops the parents/students explore their own emotional ground (hopes, fears, worries, frustrations, what makes them angry, lonely, trust, etc.) Developing self-consciousness we enhance interpersonal relationships with those who are closest to us because we enhance our understanding of them. Questions to which the parents must get an answer through workshops are: How have I come to have the opinions that I have? Am I following the development of my own thoughts? Do I know the true reasons of my actions and decisions? Which are the purposes of my life, career, family, wealth? Which are my responsibilities toward the members of my family? Etc. To enhance the ability of the parents to undertake useful actions (to be proactive) Knowledge itself is not enough for us to change our attitudes; neither is skill, nor methods. To change our attitudes it is necessary to unite all of these three elements into practice. Experience that is gained through the partaking in workshops will lead to positive changes in parents. It is extremely important in these workshops to create an atmosphere of trust, sincerity and tolerance. Positive changes in the participants of the workshops are achieved through consciously realizing their decisions, intentions, motives, goals, wishes, and the purpose of their lives, families, and expectations from oneself and from others. Through workshops parents/students gain practical knowledge, how to shape themselves and others, in order to achieve a particular goal. Some authors emphasize that there are three types of tutors (teacher/educator): inspiring teachers, explaining teachers, complaining teachers. Methods of work with parents/students To make conscious and enhance ones intra-personal communication. It encompasses knowledge about ones inner processes, questions about ones role as a parent, awareness about the consequences of different actions as a parent, and awareness about ones own communicological profile (my strengths and weaknesses) To make conscious and enhance ones inter-personal communication. Through workshops parents need to make conscious and develop skills of active listening, constructive problem solving, to comprehend their emotions and feelings, to learn how to express their opinions without aggression, how to better lousy communication of others with the use of metacommunication and feedback, how to create the golden communicological bridge, and realize a congruent communication in demanding situations. The workshop has four elements: self-awareness, teamwork, subjective impressions and plan of action. This workshop programme uses the following methods: ask and answer in a study circle, open discussions, spontaneous conversation, role-playing, quotation discussion, case study, personal observations, construction and feedback of action plans. Practical steps which the leaders of workshops need to take before commencing work: the leader has to announce the goals and purposes of workshops (what they want to accomplish with the workshop), which knowledge is required of parents, which actions the parents will be undertaking, how will their subjective impression and evaluation of the effects of workshops look like. L. Estrange: Character is the sum and total of a person's choices. STUDENTS' FINAL EVALUATION OF THE DYNAMIC PARENTING WORKSHOPS Students attending the workshop of the Dynamic Parenting have filled an evaluation questionnaire at the end of the course. The questionnaire consisted of both closed and open-ended questions related to students' perception of workshops' contents and methods, students' level of motivation for workshop methodology in general, the activity level they exhibited during the course, as well as their readiness to take up similar programmes for parents in future. We base our summary of students' evaluation upon the 90 valid questionnaires that were filled in. Evaluation questionnaires were analyzed descriptive statistics and the following summary of results and analysis of individual issues. Evaluation questionnaire results Questions NMinimumMaximumMeanStd. DeviationHow useful did you find the workshops for you personally?902,005,004,5333,63952How useful did you find the workshops for your future work as a teacher?903,005,004,6000,53632How much are you interested/motivated for this kind of teaching approach?903,005,004,4667,63952How do you assess your activity level at workshops?902,005,003,9667,72592How do you assess the moderators?903,005,004,7667,45097Do you consider yourself ready to moderate similar workshops for parents? 901,003,001,9444,62461Would you like to work in future on the Responsible Parenting project? 901,003,001,3889,51264Valid N (listwise)90     Students are assessed workshops personally high useful (mean 4.53) and professional advancement (mean 4.60), especially they highly evaluated the moderators work (mean 4.76). It can be concluded that these workshops are a form of specifically accepted way of teaching among the students. In addition to the regular lecturers, the presence of the teachers from practice was very interesting and helpful. How useful did you find the workshops for you personally? FrequencyPercentValid PercentCumulative PercentValid211,11,11,1 344,44,45,6 43134,434,440,0 very useful5460,060,0100,0 Total90100,0100,0  More than half of students (60%) reported that the workshops helped them personally - very useful (the highest rating). How useful did you find the workshops for your future work as a teacher? FrequencyPercentValid PercentCumulative PercentValid322,22,22,2 43235,635,637,8 very useful5662,262,2100,0 Total90100,0100,0  The students (62%) stated they will use this method in their future teachers' work (the highest rating). How much are you interested/motivated for this kind of teaching approach? FrequencyPercentValid PercentCumulative PercentValid377,87,87,8 43437,837,845,6 very nterested4954,454,4100,0 Total90100,0100,0  On this question, all students responded that they are interested in this approach as the working methods, from grade 3, and even 54.4% of them are really very interested. How do you assess your activity level at workshops? FrequencyPercentValid PercentCumulative PercentValid222,22,22,2 31921,121,123,3 44954,454,477,8 very active2022,222,2100,0 Total90100,0100,0  On the scale of 1-5, students were very positively assessed their activity / participation in the workshops. Its activity, students assessed from grades 3-5, where over 50% of its activity rated by grade 4, and 22.2% of students considered that they were fully engaged in the work, with full satisfaction. How do you assess the moderators? FrequencyPercentValid PercentCumulative PercentValid311,11,11,1 41921,121,122,2 very successful7077,877,8100,0 Total90100,0100,0  On this question, the most of students gave the highest ratings to moderators. The most students assessed the moderators work (77.8%) - with a very successful (grade 5), and the rest of them (21.1%) assessed as moderators grade 4. This mode of work has proven to be highly accepted and effective, beyond all expectations. Do you consider yourself ready to moderate similar workshops for parents? FrequencyPercentValid PercentCumulative PercentValidyes2022,222,222,2 perhaps5561,161,183,3 not completely1516,716,7100,0 Total90100,0100,0  It is obvious that after these workshops, students feel ready to implement these workshops (83.3%), which is a very high percentage. From this group of students (22.2%) are ready to implement this way of working with parents in their future work. Would you like to work in future on the Responsible Parenting project? FrequencyPercentValid PercentCumulative PercentValidyes5662,262,262,2 I don't know3336,736,798,9 no11,11,1100,0 Total90100,0100,0  It appears, from this table, that 62% of students are fully motivated for this mode, and their personal experience ensure success and positive workshops results. DISCUSSION OF THE EVALUATION RESULTS Here we shall pursue narrative analysis of data obtained via open-ended items of the questionnaire. One of the open-ended questions was about contents that, in students' opinion, should remain in the programme in future and reasons for that. The students noted that five human values together make a system of ethical concerns where different values and subvalues are firmly interconnected and correlated. Several students noted that topics discussed are necessary, yet underrepresented segment of for teachers' education. Since the course was implemented at the time when incidents of violence among youth as well as violent attacks of underground criminal milieu have shocked the Croatian citizens, and hence the topic of violence and prevention of violent behavior were largely discussed in the media and at various public events, some of our course participants have found that the topic of violence and non-violence deserve a more substantial coverage at the course. Other contents-related suggestions involved: methods of teachers' dealing with problematic parents; relations among teachers, etc. A suggestion was also that practical work where students would themselves moderate workshops, might be included as part of the course; naturally, that would necessitate at least doubling of the number of classes needed for the course realizations. Moreover, content-related notes referred to universal human values' awareness-raising quality of the course; further, a sort of emotional dimension in terms of becoming more conscious of one's underground emotional responses to different teaching situations, was perceived as particular added value of the course. In respect of the teaching methods used, the students have conveyed positive impressions of sitting in circle for the purpose of enabling a fruitful group communication and opinion-sharing to unfold. The answers that contained statements on teaching methodology have appreciated the following aspects: workshop method offered a chance of active participation to each participant; the fact that more than one moderator was engaged, was also highly praised due to differing dynamics of their teaching styles and width of expertise thus achieved; more relaxed atmosphere than that of classical lectures; fewer participants per group was an often repeated request. Unlike in classical teaching style, in the course students' attention was not riveted to powerpoint presentations, but drawn away from the presentation towards fellow students' sharing their viewpoints as well as towards teachers'/moderators' direct inputs. Moreover, the students communicated approval of non-criticizing, interactive teaching styles that enabled their significant contributions to the workshops, viz., student-centered learning rather than the classical teaching paradigm. Students were in a position to practice different workshop methods such as role-playing, brainstorming, pair work, drawing etc., and thus obtained first-hand experience of participatory learning techniques, and of their beneficial role in implanting learning contents into learners' long-term memory. Suggestions relating to teaching methods' improvement encompassed more good practice examples from daily living, as well as more provocative questions initiating discussions etc. Students' perception of usefulness of visualization/meditation exercises varied from praise to rejection. Several students have found them extremely useful for relaxation and introspection; however, some others wrote that they have not been able to concentrate or follow the imagination; therefore future programmes should include more substantial explanations for activities of that kind, in order to enable more students to properly imbibe their positive effects. Due to differing religious or non-religious background of students, in all cases the exercise of these activities should be subject to students' prior informed consent, especially since exercises of that kind include contacting subconscious levels of personality, which accounts for their rather sensitive nature that necessitates a cautious approach. CONCLUSION Value-based approach to developing teachers' communication competences developed at the Teachers Faculty, University of Zagreb, and evaluated at the workshop of the Dynamic Parenting in the academic year 2007/2008, has in its initial year of implementation proven a significant potential in terms of its contents and methods to substantially improve future teachers' awareness of communication-related aspects of their profession. Among major impressions declared by students was a unique nature of a workshop-based course at the university level. We should emphasize that each teaching unit has been theoretically conceptualized through philosophical/ethical theoretical notions and pedagogical means and methods, as well as given a practical dimension through activities and exercises illustrating the concepts and methods taught. In the workshops the teachers acted partly as teachers, and partly as moderators, interchangeably taking up more active role and sliding into background, upon having spurred students' active participation. This kind of work required a high level of group sensitivity on the part of teachers/moderators. Numerous problems faced by teachers in  &.UW    > & ( * V X z μs[sIs#h>0h^l0J6CJaJmH sH .jh>0h^l6CJUaJmH sH (jh>0h^l6CJUaJmH sH h>0h^l6CJaJmH sH "h>0h^l56CJaJmH sH "h>0h56CJaJmH sH "h>0h!%56CJaJmH sH h!h^l5CJaJmH sH h>0h,mH sH h>0h!%H*mH sH h>0h!%mH sH T    Z B YZ d`gdqdgdq $da$gdqdgdq $da$gdq $da$gdqz  1 2 @ A B U ŵţœlTlBl7h>0h^lmH sH #h>0h^l0J6CJaJmH sH .jh>0h^l6CJUaJmH sH (jh>0h^l6CJUaJmH sH "h>0h^l56CJaJmH sH h>0h^l6CJaJmH sH #h>0h!%0J6CJaJmH sH h>0h!%6CJaJmH sH (jh>0h!%6CJUaJmH sH "h>0h^l6CJ\aJmH sH %h>0h^l56CJ\aJmH sH    C 285=YZʼuuui^UEh!h!5CJaJmH sH h`35mH sH h>0h^lmH sH  *h>0h^lmH sH h>0h%$]mH sH h>0h^l]mH sH h>0h2]mH sH h>0h]mH sH h>0h\mH sH h>0hmH sH h>0h!%5]mH sH "h!h^l5CJ]aJmH sH "h!h!5CJ]aJmH sH "h>0h^l6CJ]aJmH sH  LXYJ"L"&&(++, $da$gdq $dxa$gd'S $da$gd'S $da$gdq $da$gdqdgdqLXY[dd\ l !$!j!|!!!H"㶫wldhCmH sH h>0h!%mH sH h>0hs#GmH sH h>0h SmH sH h>0hKmH sH h>0hLmH sH h'SmH sH h>0hmH sH h>0h2mH sH "h>0h6CJ]aJmH sH h>0h6CJaJmH sH h>0h5mH sH h!h^l5CJaJmH sH %H"J"L"h%i%&&((((((((-)8) *,*++++++,,,,,,ʿʿʿʴul`Tlh>0h^l5mH sH h>0h!5mH sH h'S5mH sH h>0hUmH sH h>0h<@mH sH h>0h#^mH sH h<mH sH h>0hhQmH sH h>0h^lmH sH h>0h7lbmH sH h>0h SmH sH h>0hx+mH sH hmH sH h>0hLmH sH h'SmH sH h>0hLB*mH phsH ,,..00 122y8z8`9a9A;B;<<>>{@|@@A$ & Fda$gdq $da$gdq$d^a$gdq$ da$gdq $da$gd'S,,----.-}.~..../00 1 11!1%1?1G1H1S1|11111111埓|p|p|dXp|M|M|Xph>0hBHmH sH h>0hBH\mH sH h>0h \mH sH h>0h9hk\mH sH h>0h9hkmH sH h!h^l5mH sH h!h!5mH sH h>0h^l5mH sH hXVh^lmH sH hXVhXVmH sH hXVmH sH h>0h^lB*mH phsH h>0h^l0JmH sH h>0h^lmH sH jh>0h^lUmH sH 122@2K2l2o2w2222222222O3T3{3}3333333,46494C4N4X4Z4w44444444=5?5S5V555(6*6I6L666żܮ󮔢󮔮󢮢󈮈󈮈h>0hx8\mH sH h>0hRl6\mH sH h>0hRl\mH sH h>0hBH6\mH sH h'S\mH sH h>0hBHmH sH h>0hbE\mH sH h>0h \mH sH h>0h mH sH h>0hBH\mH sH 56666666 77[7c77777777f8h8q8x8y8z8{88888?9_9`9a9v9x999 :*:-::::ٿٱ󐄐vِvِmh:\mH sH h>0hSy6\mH sH h>0h~\mH sH h>0hSy\mH sH h'S\mH sH h>0h<7\mH sH h>0h8)6\mH sH h>0h8)\mH sH h>0hx86\mH sH h>0hBH6\mH sH h>0hx8\mH sH h>0hBH\mH sH *:::;;;>;?;A;B;V;;;;;<<<====!>">->.>0>1>s>t>>>>>彲xxgxxxgxYh>0h^l5\mH sH !h>0h^l0JB*mH phsH jh>0h^lUmH sH h>0hCmH sH h>0h^lmH sH h>0h^l6mH sH h'S6mH sH h>0hBHmH sH h>0hsUmH sH h>0hSy6\mH sH h>0hBH6\]mH sH h>0hBH6\mH sH h>0hBH\mH sH !>>z@{@|@EE`GhGjG}GHHHHHH=IfJiJjJqJrJsJtJxJJJJ:KYKK}rdrdr\Qh='hdmH sH hdmH sH hh56mH sH h='hmH sH h'S5mH sH h>0h5mH sH h>0h!5mH sH h>0h!5CJaJmH sH h>0h7lb5\mH sH h>0hfG6mH sH h SmH sH h>0hfG6]mH sH h>0hfGB* mH phsH h>0hfGmH sH h'SmH sH AB/DEHHiJjJsJtJKLMM(NNNIOJO $x`a$gdr$a$gdr $`a$gdr$a$gd'S $xa$gd'S $da$gdq$d^a$gd'S$ & Fda$gdqKKKKiLjLLLLMMIOJOPOQOROYO^OOOOOOOθti^iSiGSih>0hWH*mH sH h>0h4[mH sH h>0hh:mH sH h>0hWmH sH h>0h\!56mH sH h>0h<56mH sH  hx:hrhrmH sH hx:hrmH sH h>0h56mH sH h>0h56mH sH hnmH sH h='hnmH sH h>0hq56mH sH h>0hP?56mH sH h='hmH sH OOOOOOOOOPPPP%P/P3P4P@PAPCPDPGPKPLPSPbPfPmPpPqPuPPPPPPźŲŲŲŲʼnŁyync[chH mH sH hH hH mH sH hH hWmH sH hkpmH sH h6mH sH hh:hh:mH sH h&)mH sH h>0h&)mH sH h>0hh:mH sH hh:mH sH h>0hmH sH h>0hWmH sH h>0hqK`aJmH sH h>0hqK`mH sH h>0h4[mH sH h>0h4[H*mH sH #PPPPPPQQQQQQGQHQIQtRRRR SSSSTU⹩wlwaVwK@h>0hmH sH h>0hmH sH h>0hR6vmH sH h>0h SmH sH h>0hh|emH sH h>0hPbmH sH h>0hZ{mH sH h>0h5mH sH h!hZ{5CJaJmH sH h!h!5CJaJmH sH h>0hWmH sH hH hmH sH hG;mH sH hH hmH sH hH hWmH sH hH h%`mH sH hH mH sH JOQQHQIQUU[[[[ \]]]!^\^^^$ & Fda$gdq$hd^ha$gdq$ & Fda$gdqdgd! $dxa$gd'S $da$gdq $da$gd'SUUUUU[[[[(\1\\\aa>aNaaabbbeehhhhh%iǷwi]Ph!5CJaJmH sH h>0h^l6mH sH h>0h^l6\mH sH h>0h5(mH sH h>0h'mH sH h>0hzbmH sH hemH sH h>0hmH sH h>0h^l5mH sH h!h5CJaJmH sH h!h!5CJaJmH sH h>0hmH sH h>0h^lmH sH h'SmH sH h>0h<mH sH ^bbceehhh&ikkkk ld$7$8$H$Ifgdq ld7$8$H$gdq$ ld7$8$H$a$gdq dgd! $da$gdq$ & Fda$gdq$ & Fda$gdq $da$gdq%i&ikkkkkl1llllll7mSmmmmm,nHnnnnnnnIJ}dOdOdOdOdOdOdOdOdDh>0h5?mH sH (h>0h;6B*CJaJmH phsH 1h>0h;B*CJOJQJ^JaJmH phsH 1h>0h7lbB*CJOJQJ^JaJmH phsH 7h>0h;5B*CJOJQJ\^JaJmH phsH #h>0h;6B*\mH phsH #h>0hL~6B*\mH phsH h>0hr6\mH sH h>0hrmH sH h!h^l5CJaJmH sH  l lll!l0l$d$7$8$H$Ifa$gdq0l1l kd$$If]{ֈ@c"    \   "  #  "      <4 ]a]p<1llloltlylll$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqll kdr$$If]Lֈ@c"   \  " # "    <4 ]a]p<lllllll$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqll kd>$$If]Lֈ@c"  \ "#"  <4 ]a]p<l7m:m?mDmKmRm$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqRmSm kd$$If]ֈ@c"  \ "#"  <4 ]a]p<Smmmmmmm$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqmm kd$$If]ֈ@c"  \ "#"  <4 ]a]p<mmmmmmm$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqmm kdx $$If]ֈ@c"  \ "#"  <4 ]a]p<m,n/n4n9n@nGn$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqGnHn kd6 $$If]Lֈ@c"  \ "#"  <4 ]a]p<Hnnnnnnn$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqnn kd $$If]ֈ@c"  \ "#"  <4 ]a]p<nnnnnnn$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqnnn  d7$8$H$gdqkd$$If]$ֈ@c"   \  " # "    <4 ]a]p<nnapbpcpdpppppppp$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq$ d7$8$H$a$gdq d7$8$H$gdq nnIoJo\oiojokovoooooooop?p_p`papbpdpppǼjN7h>0h;5B*CJOJQJ\^JaJmH phsH .hy/5B*CJOJQJ^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH h>0hK?5mH sH h>0hwVmH sH hwVmH sH h6h6mH sH h6h5?mH sH hMmH sH h>0hMmH sH h SmH sH h>0h5?mH sH hsmH sH ppRqSqqqqqqqrrrɮz\A%7h>0h;5B*CJOJQJ\^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH : *h>0hE<5B*CJOJQJ\^JaJmH phsH  *h>0h;5\mH sH h>0hE<5\mH sH h>0hE<6mH sH h>0hE<mH sH 4 *h>0h;B*CJOJQJ^JaJmH phsH 1h>0h;B*CJOJQJ^JaJmH phsH : *h>0h;5B*CJOJQJ\^JaJmH phsH  pppp@//d$7$8$H$Ifgdqkd~$$If]}r; M-IU:                24 ]a]p2ppppp$d$7$8$H$Ifa$gdqppkd$$If]4ֈ; M-IU`            <4 ]a]p<ppppppp$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqppkd$$If]4ֈ; M-IU       <4 ]a]p<pqqq qqq$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqqqkd$$If]4ֈ; M-IU       <4 ]a]p<qq$q'q,q1q7q$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq7q8qkd$$If]4ֈ; M-IU       <4 ]a]p<8q:q@qCqIqOqQq$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqQqRqkd$$If]4ֈ; M-IU             <4 ]a]p<RqSqqqrrr"r*r8rKr$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq d7$8$H$gdq d7$8$H$gdq KrLrRrTr>--d$7$8$H$Ifgdqkd$$If]*r; M-HS;                24 ]a]p2TrVrZr^rbr$d$7$8$H$Ifa$gdqbrcrkd$$If]4ֈ; M-HS`            <4 ]a]p<crergrjrortryr$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqyrzrkd $$If]4ֈ; M-HS       <4 ]a]p<zr|rrrrrr$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqrrkds"$$If]4ֈ; M-HS       <4 ]a]p<rrrrrrr$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqrrkdc$$$If]4ֈ; M-HS             <4 ]a]p<rr!s"slsmsosyssss$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq 0d7$8$H$gdq d7$8$H$gdq d7$8$H$gdq r sss s"slsmststztttttttttβ~shs`sUI1.h'S5B*CJOJQJ^JaJmH phsH h>0hq5mH sH h>0h;mH sH h]mH sH h>0hsmH sH h>0hqmH sH 1h>0h;B*CJOJQJ^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH 7h>0h;5B*CJOJQJ\^JaJmH phsH 7h>0h;5B*CJOJQJ\^JaJmH phsH h>0hemH sH h>0h#mH sH ssss>--d$7$8$H$Ifgdqkda&$$If]5r P               24 ]a]p2sssss$d$7$8$H$Ifa$gdqsskd($$If]4ֈ P`           <4 ]a]p<sssssss$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqsskd)$$If]4ֈ P      <4 ]a]p<sssssss$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqsskd+$$If]4ֈ P      <4 ]a]p<ssstt tt$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqttkd-$$If]4ֈ P            <4 ]a]p<tttttttttu uu*u$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq ;d7$8$H$gdq d7$8$H$gdq *u+u1u3u>--d$7$8$H$Ifgdqkd/$$If]r                24 ]a]p23u5u9u=uAu$d$7$8$H$Ifa$gdqAuBukd}1$$If]4ֈ `           <4 ]a]p<BuDuFuIuNuSuXu$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqXuYukdm3$$If]4ֈ       <4 ]a]p<Yu[u]u`ueujuou$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqoupukdO5$$If]4ֈ       <4 ]a]p<puru~uuuuu$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdquukd17$$If]4ֈ       <4 ]a]p<uuuuuuu$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdquukd9$$If]4Qֈ             <4 ]a]p<uuvvvwwwww&w9w$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq d7$8$H$gdq$d7$8$H$a$gdq d7$8$H$gdq tuuuvvNvkvvvvvww9w@wPwSwgwjwwwwwۿ槌pWWWWW1h>0h;B*CJOJQJ^JaJmH phsH 7h>0h;5B*CJOJQJ\^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH .hy/5B*CJOJQJ^JaJmH phsH h>0h4p5mH sH hG@mH sH h]mH sH h>0hv mH sH 1h>0h;B*CJOJQJ^JaJmH phsH 9w:w@wBw>--d$7$8$H$Ifgdqkd;$$If]r R+       _  z  l    24 ]a]p2BwDwHwLwPw$d$7$8$H$Ifa$gdqPwQwkd<$$If]4ֈ R+`      _ z l   <4 ]a]p<QwSwUwXw]wbwgw$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqgwhwkd>$$If]4ֈ R+    _zl  <4 ]a]p<hwjwzw}wwww$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdqwwkdu@$$If]4ֈ R+    _zl  <4 ]a]p<wwwwwww$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqwwkdWB$$If]4Rֈ R+       _ z l   <4 ]a]p<wwxx6y7y9yCyKyYyly$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq d7$8$H$gdq$d7$8$H$a$gdq d7$8$H$gdq wwwwwwxxx x!x"xGxOxxxxxxxx6y7ymyyڿڴڿکrY@1h>0h;B*CJOJQJ^JaJmH phsH 1h>0h;B*CJOJQJ^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH 7h>0h;5B*CJOJQJ\^JaJmH phsH h>0h;mH sH h>0hmH sH h` mH sH h>0hImH sH hImH sH h>0hG7mH sH 4h>0hQv5B*CJOJQJ^JaJmH phsH lymysywy>--d$7$8$H$IfgdqkdGD$$If]r, ,               24 ]a]p2wyzyyyy$d$7$8$H$Ifa$gdqyykdE$$If]4ֈ, `           <4 ]a]p<yyyyyyyyyBzCzHzIzzzzzzz%{'{\{c{y{|{{{{{{{洩kO7h>0h;5B*CJOJQJ\^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH 4h>0hwJ5B*CJOJQJ^JaJmH phsH hG7mH sH h>0hwJmH sH 1h>0h;B*CJOJQJ^JaJmH phsH 1h>0h;B*CJOJQJ^JaJmH phsH 1h>0h;B*CJOJQJ^JaJmH phsH yyyyyyy$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqyykdG$$If]4ֈ,       <4 ]a]p<yyyyyyy$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqyykdI$$If]4ֈ,       <4 ]a]p<yyyyyyy$d$7$8$H$Ifa$gdqd$7$8$H$IfgdqyykdK$$If]4ֈ,             <4 ]a]p<yyzz&{'{){3{;{I{\{$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq q d7$8$H$gdq$ q d7$8$H$a$gdq d7$8$H$gdq \{]{c{g{>--d$7$8$H$IfgdqkdM$$If]rW 5W               24 ]a]p2g{j{o{t{y{$d$7$8$H$Ifa$gdqy{z{!kd+O$$If]4ֈW 5`           <4 ]a]p<z{|{{{{{{$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq{{!kdQ$$If]4ֈW 5      <4 ]a]p<{{{{{{{$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq{{!kdR$$If]4ֈW 5      <4 ]a]p<{{{{{{{$d$7$8$H$Ifa$gdqd$7$8$H$Ifgdq{{{! d7$8$H$gdqkdT$$If]4ֈW 5            <4 ]a]p<{{{{{{{{|'|F|\|e|m|n|o|p|||}и{bRB7h>0h^lmH sH h!h;5CJaJmH sH h!h!5CJaJmH sH 1h>0h;B*CJOJQJ^JaJmH phsH 4h>0h;5B*CJOJQJ^JaJmH phsH -h>0h8B*CJOJQJaJmH ph333sH h>0h/c>mH sH h|$mH sH hqmH sH hm(mH sH h>0h8mH sH h>0hWHmH sH 1h>0h;B*CJOJQJ^JaJmH phsH {o|p||ňƈjk-. $da$gdq $dxa$gdq $dxa$gd'S $da$gdq d7$8$H$gdq$d7$8$H$a$gdq}}΁ځX`ňƈ"ijk-.UוshוfWh>0hIB*mH ph3fsH Uh>0hYmH sH h>0hIB*mH ph3fsH hcmH sH h>0hcmH sH h>0hImH sH h!hr5CJaJmH sH h!h!5CJaJmH sH h>0hr5mH sH h>0hmH sH h'SmH sH h>0hE5mH sH h>0h^lmH sH h>0h/>mH sH "their encounters with parents on a daily basis have in this approach been seen as having a transformative potential for conflict resolution upon a perspective-changing vision. The importance of self-help approach for teachers has been reconfirmed, including questioning one's own pre-conceived notions of morality and values, and awareness rising of one's acts and their motivations. Today, when the moral crisis is more than obvious, and the role of teachers ever important, this program can be of great help, because through their parents can effectively operate on children. REFERENCES BAKI-TOMI, Lj., S. FOY, J. PLENKOVI(1999.): Personal Communication Potential of People Working Under the High Occupational Stress/ Informatologija 32, 1999, 3-4, 137-273 PALMER, P. J. (1998). The Courage to Teach. Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass Publishers. SPITZBERG, B. H., CUPACH, W. R. (1984). Interpersonal Communication Competence. London: sage Publications. COMBS-RICHARDSON, R.(2004): Connecting with Others. Lesson for Teaching Social and Emotional Competence. Research Press On-Line Catalog. DHALL, P. & DHALL, T.(1999), Workshops on Dynamic Parenting, Camberrra, Institute of Sathya Education. BRATANIC, M. (1999), Education as an Interactive-Communicative Process, International Symposium Education and Educator. In Third Part: Education as an educational relation of persons, Patras, Greek, pp. 283 291. BRATANIC, M. (2002), Holistic Approach to pedagogical Course in Teacher Education, Zbornik U iteljske akademije u Zagrebu, Vol. 4, br 1(4), str. 83-91. JOSSEY-BASS; FOWLER, J.W. (1995). Stages of Faith: The Psychology of Human Development and the Quest for Meaning. San Francisco: Harper Collins. ROSADO, C. (2004.): Building Your LeadershȊ΍ύ Uo~ Ǻ|pe]eUeIeIeh>0h^l6mH sH heKmH sH h&i;mH sH h>0h^lmH sH hj*&hj*&\mHsHhj*&mHsHhj*&hj*&mHsHh>0hpmH sH h!h^l5CJaJmH sH h!h!5CJaJmH sH h'S5CJaJmH sH h>0h\B*mH ph3fsH %h>0hIB* OJQJmH phI}sH h'SOJQJmH sH h>0hImH sH Ύm d7$8$H$gdqdgd! d^gdq$1$^a$gdj*& $da$gdq$dx`a$gdq Lmηu_WSWSWSWSICI hih0Jjhih0JUhBjhBU+h>0h^l5B*CJ\aJmH phsH +h>0h<5B*CJ\aJmH phsH (h>0h<B*CJ\aJmH phsH h>0hMi6mH sH h>0hMimH sH h>0hpmH sH h>0hD,\mH sH h>0h1\mH sH Uh>0h^lmH sH h>0h^l6mH sH h>0h^l5mH sH ip Team: Values Systems, Memetics and Education, The Psychology of Optimal Experience, New York: Harper&Row. HUTCHEON, P.D. (1972): Value Theory: Toward Conceptual Clarification, The British Journal of Sociology, vol. 23, June, (172-18)7. LASKER,G.E. (2002): Improving Human Nature, Developing Moral Behavior, Promoting Kindness and Human Understanding, in: Cognitive, Emotive and Ethical Aspects of Decision Making and Human Action, Vol. 1, pp 95 105; IIAS, Windsor, Ontario, Canada     PAGE  PAGE 13    d7$8$H$gdq $h]ha$gd! &`#$gd ph]hgd^l &`#$gd!  +h>0h^l5B*CJ\aJmH phsH hBhj*&0JmHnHujhih0JUhih hih0J ,1h. A!"#$% DyK lj.bakic-tomic@ufzg.hryK <mailto:lj.bakic-tomic@ufzg.hrDyK gkirinic@inet.hryK 0mailto:gkirinic@inet.hr$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ]{ <,55\5"5#5"5/  /  /  / /  /  /  / 44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ]L <,55\5"5#5"5/  /  /  / /  /  / / 44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ]L <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ] <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ] <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ] <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ]L <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ] <,55\5"5#5"5/  /  /  / / / /  44 ]a]p<$$If]!vh55\5"5#5"5#v#v\#v"#v##v"#v:V ]$ <,55\5"5#5"5/  /  /  / / / /  /  44 ]a]p<$$If]!vh5; 5555 #v; #v#v#v#v :V ]} 2,5: 5555 /  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5; 5555 #v; #v#v#v#v :V ]* 2,5; 5555 /  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555 #v#v#v#v#v#v :V ]4 <+,555555 /  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5 5555#v #v#v#v#v:V ]5 2,5 5555/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,555555/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,555555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,555555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,555555/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5 5555#v #v#v#v#v:V ] 2,5 5555/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4Q <+,55555/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5 55_5z5l#v #v#v_#vz#vl:V ] 2,5 55_5z5l/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh5555_5z5l#v#v#v_#vz#vl:V ]4 <+,555_5z5l/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh5555_5z5l#v#v#v_#vz#vl:V ]4 <+,555_5z5l/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh5555_5z5l#v#v#v_#vz#vl:V ]4 <+,555_5z5l/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh5555_5z5l#v#v#v_#vz#vl:V ]4R <+,555_5z5l/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5, 5555#v, #v#v#v#v:V ] 2,5, 5555/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  /  44 ]a]p<$$If]!vh5W5555#vW#v#v#v#v:V ] 2,5W5555/  /  /  / /  /  /  / 44 ]a]p2$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,55555/  /  /  / /  /  / /  /  / / 44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  44 ]a]p<$$If]!vh555555#v#v#v#v#v#v:V ]4 <+,55555/  /  / /  /  /  / / / /  /  44 ]a]p<^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmHnHsHtH@`@ ^lNormalCJ_HaJmHsHtHJJ BHNaslov 1$7$8$@&H$a$ CJ,QJaJ,>A`> Zadani font odlomkaVi@V Obi na tablica4 l4a .k . Bez popisa DP@D ^lTijelo teksta 2$a$tH RC@R ^lUvu eno tijelo tekstax^RU@R ^l Hiperveza(7<>*S*Y(ph333q 8 @"8 ^l0Podno~je  p#2)@12 ^l Broj straniceF^BF ^lStandard (Web)dd[$\$NRN WTekst balon iaCJOJQJ^JaJ:B@b: Mi Tijelo tekstaxDqD MiTijelo teksta CharCJaJ Style1V$d!%d!&d!'d!5$7$8$9DH$N!O!P!Q!CJaJ:: - Zaglavlje  p#<< -Zaglavlje CharCJaJ:: -0 Podno~je CharCJaJPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!r]@Otheme/theme/theme1.xmlYMoE#F{oc'vGuرHF[xw;jf7q7J\ʯ AxgfwIFPA}H1^3tHA HwDI31МC`A]#Tv@=!<İT[ڸ3"Жe)Q!ol y\?Z]<z'Yٯ󼻵fKWtnu:f+25 1_66Y|slvހ,~u߿ZmxM:~ƽ9ۮ|g(Ȇ"1OԢ\=.@Md}H.Gb-\zc|9e! a f^=??|xGȡIXzg>2>ϫP>3u^|gO^|=o <*Ç4&$Gh`9Q #LI(q =9S̲8zt;G䞣 E+$DuŽUrpŤJv'N|{f݈8j1((B*K] .Xu0tɐlm2fpVe9tPU(?$quⵒfqy$JyϢD9\,AGm\nziÙ)D]|%lڟZ̦gl冹EPk 9> ljWY DK/7ebe _膖W`VcJD1#4b!:UJ0A?=y6ʷWg1K#[]y%[BTRlw~SL_)4)X t|zm{\CJ# w@],d_C֜a|jHP؏T$كdfl,YdTI]ZG䐰zoPnI dYB=!kk|l1Qn6MBŊ]|-_ƬF^ Mιڎ5gr3W8o1,Q =H zC}~h m /iG08ELum6:iO֚%tv1ZHggv|m"{DaidL`/Z_z 'LIL0zL@[t/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!r]@Otheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] r  &&&)z H",16:>KOPU%inprtwy{} IKLNOQRSTUWXY[]qr,AJO^ l0l1lllllRmSmmmmmGnHnnnnnppppppqq7q8qQqRqKrTrbrcryrzrrrrrsssssssstt*u3uAuBuXuYuoupuuuuu9wBwPwQwgwhwwwwwlywyyyyyyyyy\{g{y{z{{{{{{{JMPVZ\^_`abcdefghijklmnopstuvwxyz{|}~Rv,---T-a-rXXXXXX !)!!8@0(  B S  ?նRֶa׶RضٶSڶL۶ܶ̽ݶ ޶L߶ය̾ᶺ ⶺL㶺䶺̿嶺 涺L綺趺鶺 궺L붺춺 LﶺII=  ,,5>s     PPK&& %%3<DDs  8*urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplaceB*urn:schemas-microsoft-com:office:smarttagscountry-region=*urn:schemas-microsoft-com:office:smarttags PlaceName9*urn:schemas-microsoft-com:office:smarttagsState=*urn:schemas-microsoft-com:office:smarttags PlaceType $'./4?FHSU\  @ J  ( 7 A %LM% |P]^g9<RYZ_""""I'Q'@*G*++d-q-..44AABBSBcJlJRRWTgT%U.UYY]]bb>lGlllttyy͂΂ׂقۂ݂ $IO W^_ijsv}px‡JJLLMMOPRSUVps$.eh 8 ? $ ( ++s-}-00G9I9<[K[[[^^b(bttHIT_tuMOn؄ڄ+ NRJJLLMMOPRSUVps333333333333333333333333333QkQkvkvkqqww{{K}L}{|IIJJLLMMOPRSUVpsQkQkvkvkqqww{{K}L}{|IIJJLLMMOPRSUVpst1+nA&4 Qhb6Pqjp 22T.3+d%on3M6gV Hbf|)"t#gpJ066h~t+Z3yxS*h^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhv v ^v `OJQJo(hHhFF^F`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`o(. TT^T`hH. $ L$ ^$ `LhH.   ^ `hH. ^`hH. L^`LhH. dd^d`hH. 44^4`hH. L^`LhH.hh^h`o(.88^8`o()L^`L.  ^ `.  ^ `.xLx^x`L.HH^H`.^`.L^`L.^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`hH. ^`hH)$ $ ^$ `OJPJQJ^Jo(hH- @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`CJo(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`hH.h88^8`OJPJQJ^Jo(hH-h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.jbf +Z3y"t#g&4 gVon3MT1+3+Qhb999`9P9 6hТ`1U0 x L@CJOJQJo(" ( @CJOJQJ^Jo( L[ @CJOJQJo( PN[ @CJOJQJo(" (b[ @CJOJQJo(" 3 .        6       6?x( b- b-mlIG;x+ nT$-e#HNv  ) *3 %;nr9Z>CqJ7S_|MDHQv5~ WH:RgyQCXV` X jZ!D}!g9"F>"go#s#%$q$%!%j*&23&~,'a'e'j'5(m(8)C:*h*^=+Bw+,,Nv,- - /=/y/>0QM0`3`3~?5E5*6c66G7{7x8 9u9h:(3;&i;(z;<<E<}t<0=Q6=O>/c>c>5?-@<@q2B C*WCSeCD_ DHPDVFs#G2G-HBHRH.I{IbJMbM'S SbVSmSsUzUwV"$XSX0YmZ4[\c=\U\P]#^._8 `qK`7lbzb?cdcd eeh|eof,SgDhMi~cjzj%+k9hkNl/lRl^lOul|m!mn}Yokp p4p`Xp[p qq2qArOysuu v5vR6vmv8w=^x~xSy~qyyzeh|2}WLGyD,^;fdqeKR|G@4ISxL+fP?is0L%fAg&F[\]^eTQaaG" ComvQ 1VGSihs=B8Mki|$&UK?%jX[ ?p<7KhZ{/>Unst%` 7gLn< ;z@ H"#k;O1wJq<x6 H'n\Tm.wH JT5<Wa!0beM&)8'yT I}YpCc3YZ]sk'A:U;s/`=-R[2D5Pbn;hQFmsG7I \!2fGHKpnH.9bEL~BHB"rJL@IIIIEE 666WWr`@` `@``,@`` `H@`@``@``0@Unknown G* Times New Roman5Symbol3. * ArialA. Trebuchet MSA. Arial Narrow5. *aTahoma?= * Courier New;WingdingsCNComic Sans MSA BCambria Math"1Ug&Bd& }t F}t F!4d2qHX ?^l2! xx20th april 2009Giove eXPerienceD         Oh+'0   @ L X dpx20th april 2009Giove Normal.dotm eXPerience5Microsoft Office Word@d@LK@O@*LP }t՜.+,D՜.+,@ hp  RH-TDUF 20th april 2009 Naslov| 8@ _PID_HLINKSA4$R[5http://www.eudict.com/?lang=engcro&word=perseverance,,+ 4http://www.eudict.com/?lang=engcro&word=consistency, Fhttp://www.eudict.com/?lang=engcro&word=student%20counseling%20center,|^mailto:gkirinic@inet.hr,'mailto:jbozic@ffzg.hr,*mailto:lj.bakic-tomic@ufzg.hr,  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,./012346789:;<ARoot Entry FTKLPCData V1Table^WordDocument.SummaryInformation(-DocumentSummaryInformation85CompObj  F0Dokument programa Microsoft Office Word 97-2003 MSWordDocWord.Document.89q