ࡱ> *-'()[.bjbj.4ΐΐND+ZZ !!!!!!8N!:"!$$%%%&&&CEEEEEE$FXiE!d(&&d(d(i %%J.J.J.d( 8%!%CJ.d(CJ.J. Ӟ %0m:P!`*Tb/Ļ0.+Z !׶X&>&,J.'$;')&&&ii-<&&&d(d(d(d(&&&&&&&&&Z b: 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 THE TERM INFORMATICS, ITS meaning AND UNDERSTANDING BY FUTURE INFORMATION PROFESSIONALS Emilie Frankov PhDr. Emilie Frankov, Ph.D. Faculty of business aministration, Department of managerial psychology and sociology, University of economics, Prague, Czech Republic; frankova@vse.cz ABSTRACT The paper first deals with the much discussed issue of defining the term informatics. Then it explores how the term information science is understood by the students of the Faculty of Informatics and Statistics, the University of Economics, Prague. It presents the process of examining the meaning associated with the term in their minds using a qualitative methodological procedure called mental mapping (creation of a mental map). Using an analysis of the content of the obtained mental maps it identifies the correspondences and differences in the understanding of the term. The results of the term information science mapping are then compared with the results of the term meaning mapping carried out among future managers and entrepreneurs (students of the Faculty of Business Administration, the University of Economics, Prague). The correspondences and differences between these groups of respondents are identified and the obtained results are commented upon and discussed. As a conclusion the paper provides implications for practical teaching and practical economic. Keywords: Informatics, an information professional, mental mapping, meaning associated with the term information science INTRODUCTION Nowadays, the term informatics is very frequent, not only in professional language but also in everyday human communication. Although it is used very often, its understanding differs substantially. For example, a Czech dictionary of foreign words defines informatics as the theory of information, or the theory of the creation, transfer and processing of information (ABZ.cz: online dictionary of foreign words). Czech Wikipedia, the Free Encyclopedia, ( HYPERLINK "http://cs.wikipedia.org/wiki/Informatika" http://cs.wikipedia.org/wiki/Informatika) also defines informatics as a science on information and its processing; however, it also mentions that informatics is today often considered a science on processing information using computers as it is mainly computers what is currently most often used for processing information. However, the original meaning of the term is much broader. Primarily, this field deals with the structure, manipulation, storage, retrieval, dissemination and transfer of information; it also studies the application of information in organizations, its use in communication among human beings, organizations and information systems (ibid.). The term has a similar (above mentioned) meaning in Czech, Slovak, French (informatique) and German (Informatik). On the other hand, English distinguishes the following fields within this scientific area (ibid.). Information science deals with the processing of information not only on computers. Computer science studies computing and information processes from the point of view of both hardware and software (Czech uses the term informatics for this meaning even though the term computer science would be more suitable). Information technology (IT) examines everything concerning computers from the perspective technology. Information theory a science which combines applied mathematics and electrical engineering to express information quantitatively; it deals with lossless compression (e.g. ZIP), lossy compression (e.g. MP3), and the capacity of transmission channels (e.g. DSL). The English version of Wikipedia states that the term informatics can be synonymous with the academic field of informatics, information science or computer science (http://en.wikipedia.org/wiki/Informatics). We can see the term informatics is loaded with various meanings in all of these languages. The meaning of informatics is also a much debated issue in the current science. The term has been explored by e.g. Zins (2006), who refers to a large number of other researchers and concludes that there is no homogenous understanding of the term informatics (or information science) the concept has various meanings in professional contexts as well. Marco (1996) discusses the term similarly. The differing meaning and understanding of the term can cause many a problem in personal and especially academic and professional spheres. If mutual understanding is what we seek in our interpersonal communication, then it is vital that the communicators use terms in the same or at least similar way. In relation to the implementation of a new study field Cognitive Informatics atthe University of Economics, Prague, we wanted to find out how the future information professionals the students of Faculty of Informatics and Statistics understand the term informatics. These students started studying a new optional subject Cognitive Psychology and Creativity in Informatics which has been included in this new field of study. THE METHOD FOR THE EXAMINATION OF THE MEANING OF THE TERM INFORMATICS To find out the meaning of the term informatics in the minds of respondents, we used a qualitative research procedure referred to as mental mapping or the creation of a mental map. Whereas quantitative methods for exploration of social phenomena are based on quantitative mapping of the occurrence of some signs which have to be pre-defined, the aim of qualitative research methods is to gain information on the explored phenomenon; therefore, the research method is organized so that the respondents reply and react according to what they themselves consider relevant in that situation (Lukov, Frankov, 2007). The outcome of mental mapping is a creation of a mental map, which is a spatial structure of a mind process motivated by a central topic on which the respondents mind focuses and from which associations develop (Frankov, 2006). In this way, the use of mental mapping enables us to capture the meaning of a term in the respondents mind in the form of a mental map. In this paper we explore the levels associated with the term informatics, i.e. the meaning associated with this term. THE RESULTS OF THE EXAMINATION OF THE MEANING OF THE TERM INFORMATICS The mental mapping method was employed when the students of Faculty of Informatics and Statistics, Prague, began studying the Cognitive Psychology and Creativity in Informatics subject. 11 mental maps were obtained from them (seven men and four women). As the qualitative methodology considers every, even unique, reply important, Tab.1 presents all first level associations acquired from the 11 analyzed mental maps (first level associations are the associations which are most closely connected with the term). These associations are classified according to identified meaning categories. Tab. 2 presents the numbers of first level associations in individual meaning categories. Tab. 1: First level associations classified according to identified meaning categories Identified categoriesFirst level associationsComputer/computerscomputer/computers = 9 computer in the common room = 1 abacus = 1 SW company = 1 SW = 1 HW = 1 programming = 1 virus = 1Information professional/ information professionalsinformation professional = 3 depressive people = 1 jokes on information professionals = 1 IT people = 1Cognitioncognition = 2Communication communication = 2Information/knowledgeinformation = 9 information and knowledge = 1 knowledge, understanding = 1 knowledge = 1 graphs and charts, tables = 1 data = 2 numbers = 1Disinformationdisinformation = 1Information theory/scienceinformation theory = 1 science = 2BI/intelligenceBI = 1 intelligence = 1Systems/information systemsinformation systems = 1 systems = 1 informatization = 1Technologiestechnologies = 2Teachersinformatics teacher from secondary school = 1 class teacher from secondary school = 1 teacher (specific names) = 2Internet/networksInternet = 3 network administration = 1 connection, Internet = 1 networks = 1Studying/schoolUniversity of Economics = 4 cognitive informatics = 1 school = 4 studying = 2 Faculty of Informatics and Statistics = 1 field of study = 1 boring lectures at University of Economics = 1 writing seminar papers = 1 presentations = 1 lectures = 1 exam = 1 university = 1 2nd term = 1 projects - group = 1 subject = 1 information centre = 1Improving work, making it more efficientimproving work, making it more efficient = 1Working positionsprogrammer = 1 system programmer = 1 analyst = 1Complicatednesscomplicated things = 1 complicatedness = 1Workwork = 1Entertainment, leisureentertainment = 1 joy = 1 leisure time = 1Healthtired eyes = 1Future future = 2Counting, mathematicscounting = 1 mathematics = 121st century21st century = 1Uncategorized repliestelos = 1 virtual world = 1 searching = 1 helping people = 1 speed = 1 logics = 1 mobile phone = 1 money = 1 magazine = 1 friends = 1 German person = 1 letter I = 1 life style = 1 English = 1 holiday = 1 Dad = 1 problems = 1 boring = 1 examples = 1 Tab. 2: Number of first level association in the identified meaning categories Identified categoriesNumber of first level associationsStudying/school  26Information/knowledge16Computer/computers16Internet/networks 6Information professional/ information professionals 6Teachers 4Entertainment/leisure 3Systems/information systems 3Information theory/science 3Working positions 3Cognition 2Communication 2Technologies 2Complicatedness 2Counting/mathematics 2Future 2Disinformation 1Work  1Money 1Improving work, making it more efficient 1Health 1Uncategorized replies of various content18 The summary of the first level associations and their categorization shows that the term informatics is in the respondents minds most closely connected with the University of Economics, where they study, with the study itself and with school duties and experience. Further, it is connected with information and knowledge, and computers computers themselves and also hardware and software. On the basis of the obtained and analysed results, we can conclude that respondents understand the meaning of the term informatics in a specific way affected to a considerable degree by the specifics of their field of study (see also the comparison of the results with another group of respondents below). THE UNDERSTANDING OF THE TERM INFORMATICS by future information professionals, future managers and future entrepreneurs - comparison As we also had the opportunity to map the understanding of the term informatics by future managers and entrepreneurs current students of the Faculty of Business Administration, the University of Economics, Prague (Frankov, 2009) we are presenting the comparison of the results of both groups of respondents in Tab. 3. Tab. 3: The understanding of the term informatics by future information professionals as compared with the understanding of the term by future managers and entrepreneurs Identified categoriesNumber of first level associations of future information professionals Number of first level associations of future managers and entrepreneurs Studying/school2614Information/knowledge16 8Computer/computers1626Internet/networks 6 3Information professional/ information professionals 6 6Teachers 4 3Entertainment/leisure 3 3Systems/information systems 3 1Working positions 3 2Cognition 2 -Communication 2 -Technologies 2 2Complicatedness 2 2Counting/mathematics 2 1Future 2 1Information theory/science 3 1BI/intelligence 2 121st century 1 1Disinformation 1 -Work  1 1Improving work, making it more efficient 1 -Health 1 1Life style 1 1Money/well-paid job 1 1Dad 1 1Boring 1 1Problems 1  1Examples 1 1Mobile phone 1 1Uncategorized replies of various content12 6 As Tab. 3 shows, the meaning of the term informatics in the minds of the respondents is connected with three categories of first level associations mainly the study and school, computers, and information and knowledge. As far as future information professionals are concerned, the dominant category is studying and school (26 first level associations), followed by the category of computers (16 first level associations), and information/knowledge (16 first level associations). As far as future managers and entrepreneurs are concerned, the dominant category is computers (26 first level associations), followed by the category of studying and school (14 first level associations), and the category of information/knowledge (8 first level associations). On the basis of the comparison of the results in the two groups of respondents, we can assume that the differences in the understanding of the term informatics are caused by the differences in the fields of study at the different faculties, where the respondents study. We have mentioned above that future information professionals understand the meaning of the term informatics in a specific way affected to a considerable degree by the specifics of their field of study, which is also confirmed by the larger meaning range of the first level associations obtained from this group of respondents and the greater importance of the category of information/knowledge. In contrast, the group of future managers and entrepreneurs understands the meaning of the term informatics in a narrower sense (the category of computers is dominant), which corresponds with the usage of the term in common speech and the current tendencies presented and discussed in professional literature. CONCLUSION The paper deals with the term informatics and its understanding by future information professionals. The meaning of the term in the respondents minds is explored using a qualitative procedure referred to as mental mapping. The analysis of the obtained mind maps identifies the agreements and the differences in the understanding of the term by future information professionals and compares them with the results of mental mapping of the term meaning in the minds of future managers and entrepreneurs. The results of the used qualitative procedure show that the future information professionals (in comparison with the future managers and entrepreneurs) understand the term in a wider range of meaning. They seem to be better informed about the meaning of the term, which was clearly proved during the process of mental mapping. In contrast, the mental mapping process in the group of future managers and entrepreneurs showed that these respondents understand the term informatics in a narrower sense the first level associations are dominated by the category of computers. This corresponds with the usage of the term in common language and the current tendencies presented and discussed in professional literature; however, the differences in the understanding of this frequent term can cause difficulties during their studies, e.g. when they choose a field of study or a subject on the basis of their expectations associated with their meaning of the term, and subsequently, lose motivation because the content of the subject is different from what they expected due to their narrowed understanding of the term in the subject name. Furthermore, in their economic practice, both material and immaterial losses can be brought about by the narrowed understanding of the term informatics. Therefore, it is recommendable to bear this potential difficulty in mind and to inform the students in time so that they can choose their field of study and their subjects more relevantly, and so that their interpersonal communication during their studies and during their professional practice is more effective. REFERENCE ABZ slovnk cizch slov. [online] [cit. 2009-06-24]. Available at: . FRANKOV, E. Pojem informatika a chpn obsahu tohoto pojmu u budoucch mana~ero a podnikatelo. 2009, in print. FRANKOV, E. Myalenkov mapy a jejich vyu~it pYi rozvoji mana~ero. In esk ekonomika v procesu globalizace. Brno: MU, 13.09. - 14.09. 2006, pp. 96-100. ISBN 80-210-4089-0. LUK`OV, R.; FRANKOV, E. Xzen kvality v organizacch poskytujcch slu~by: pojem kvalita a jeho vznam. TRENDY EKONOMIKY A MANAGEMENTU, 2007, vol. I, no. 1, pp. 56-62. ISSN: 1802-8527. MARCO, G. A. Two false dogmas of information science. New Library World, 1996, Vol. 97, No. 7, pp. 11-14. ISSN 0307-4803. Wikipedie, otevYen encyklopedie. [online] [cit. 2009-06-24]. Available at: <http://cs.wikipedia.org/w/index.php?title=Speci%C3%A1ln%C3%AD%3AHled%C3%A1n%C3%ADTV/ 0 1 @ A ] _  صth^VQVQVQVQVQ hk 6hk hk 6hk hk 6;hk hct56aJhMJhct5CJaJhk hct5aJhk hct5;aJhzCJaJmH sH %hk hS@p5;CJ\aJmH sH %hk h5;CJ\aJmH sH h5;CJ \aJ mH sH hk 5;CJ \aJ mH sH  hH*hhRhCJaJmH sH S/ 0 @ A  678BC /$^a$gd*$a$gdctgdctgdk gdz  ] dgd $da$gdct $da$gd$a$gdct  B W 4678ABCPlƶxlcN<#h*B*OJQJ^JmH phsH )h*B*OJQJ\]^JmH phsH hct5mH sH hMJhct5mH sH hMJhct5hRhctCJaJmH sH hRhctmH sH hmH sH hctmH sH hMJh*5mH sH hk hct5CJaJmH sH hk hk 5CJaJmH sH &hMJhct56CJOJQJ^JaJhk hk 6 hMJhk hk hk lGL^a049[^}}}kkVAVA(h>8hCJOJQJ^JaJmH sH (h>8hKCJOJQJ^JaJmH sH "hKCJOJQJ^JaJmH sH "hS@pCJOJQJ^JaJmH sH "hF iCJOJQJ^JaJmH sH "h,CJOJQJ^JaJmH sH h,h15aJmH sH h,h,5aJmH sH h,h*CJaJmH sH hctCJaJmH sH )h|ih*B*OJQJ^JmH phsH [0kxy$a$gd1p&$ & F#1$^`a$gdr$ & F#1$^`a$gdO$-D`M a$gdl;j$-D`M a$gdgdk $a$gdzgdz^dlmo%(]֨w\֓G2(h>8hKCJOJQJ^JaJmH sH (h>8hF iCJOJQJ^JaJmH sH 5h>8h0JB*CJOJQJ^JaJmH phsH 7jh>8hCJOJQJU^JaJmH sH (h>8hCJOJQJ^JaJmH sH 1jh>8hCJOJQJU^JaJmH sH (h>8hKCJOJQJ^JaJmH sH (h>8hCJOJQJ^JaJmH sH (h>8hp )CJOJQJ^JaJmH sH ]_o{QVQ[s^I^4(h7hl;jCJOJQJ^JaJmH sH (h7h6CJOJQJ^JaJmH sH (h7hp )CJOJQJ^JaJmH sH (h7hCJOJQJ^JaJmH sH "hKCJOJQJ^JaJmH sH (h7hCJOJQJ^JaJmH sH "hCJOJQJ^JaJmH sH (h>8hCJOJQJ^JaJmH sH (h>8hKCJOJQJ^JaJmH sH (h>8hF iCJOJQJ^JaJmH sH  &-/01DEF+7ARhjӾ詔ӂwldldlwl\l\l\T\K\lh 66mH sH hKmH sH h 6mH sH h7mH sH h7hOmH sH h7h7mH sH "h>8CJOJQJ^JaJmH sH (h7h7CJOJQJ^JaJmH sH (h7h6CJOJQJ^JaJmH sH (h7hp )CJOJQJ^JaJmH sH (h7hl;jCJOJQJ^JaJmH sH .h7hl;j6CJOJQJ]^JaJmH sH jkkm~ªxkx^xxQxQh>8hagaJmH sH h>8hfL"aJmH sH h>8hIaJmH sH h>8hS@paJmH sH h>8hL7aJmH sH hk mH sH h*n;mH sH hF imH sH h7hrmH sH h7hl;j0J6mH sH h7hOmH sH hQmH sH h 6mH sH h7h7mH sH h7h70J6mH sH h7hl;jmH sH BFz?kw"wxϸϫϞϔ}si\sTLhLmH sH hXmH sH hXhTaJmH sH hBaJmH sH hXaJmH sH h7hfaJmH sH h*`aJmH sH h! maJmH sH h7hTaJmH sH h7hagaJmH sH hS@phagaJmH sH hS@paJmH sH hagaJmH sH h>8hS@paJmH sH h>8hagaJmH sH h>8hQaJmH sH xyz7Etwx t*+ rh^h^T^GhXhd5aJmH sH hvBaJmH sH h]uaJmH sH haJmH sH hXha^aJmH sH hXhd/aJmH sH hi=aJmH sH hk aJmH sH hBaJmH sH h*`aJmH sH hXhLaJmH sH hXhL;aJmH sH h^%)5;aJmH sH hU5;aJmH sH hLaJmH sH hXh*aJmH sH yzwx*+  !!![!\!\"c"$$$i$u$$ $Ifgd $dha$gd {$a$gdYQ$a$gd\z$a$gdd5gdk $a$gdL  ! ! !!!!!!Z![!\!!!!!!!!!:"?"ŸwmeZeMmwEehvBmH sH hlh^%)aJmH sH h,h^%)mH sH h^%)mH sH h^%)aJmH sH hvBaJmH sH hk aJmH sH hlhGr5aJmH sH hvB5aJmH sH h*aJmH sH hGraJmH sH hlhaJmH sH hlhlaJmH sH hS@paJmH sH hXhlDxaJmH sH hlaJmH sH hXha^aJmH sH ?"@"X"b"c""""""""######### $$$$$$ $Ǽ騞󑞲yl_QFhJ5aJmH sH h@hYQ5aJmH sH h@h*aJmH sH h@hmnaJmH sH hlhmnmH sH hlhYjaJmH sH hlh=aJmH sH h@aJmH sH h(K5aJmH sH hs<aJmH sH hlhfmH sH hvBmH sH hlhvaJmH sH hlhbaaJmH sH hvBaJmH sH hlhfaJmH sH  $%$h$i$q$t$u$$$$$$$$$$$$$$$$ƽϱvbKbKB7h@h {mH sH h \mH sH -h@h {56CJOJQJ\^JmH sH 'h 56CJOJQJ\^JmH sH 'hj.656CJOJQJ\^JmH sH h@h {\mH sH h@h {CJaJmH sH hs<CJaJmH sH h CJaJmH sH h85mH sH h 5mH sH h@h {5mH sH h@h {5aJmH sH hJ5aJmH sH hs<5aJmH sH $$$$$$$$% %%&%xjjjjjjjj & F.$1$Ifgd { $Ifgd tkd$$IfF0p#0p#4 FaFytk $Ifgdc; $$$$$$%%%%!%&%'%(%?%@%Z%[%s%x%%%%%%%%%%%%%%%%%&& & &&& &%&?&C&[&`&i&n&&&&&&&&&&&&&&&&&&&&̷÷÷÷̮hO\mH sH h@h \mH sH h \mH sH hj.6\mH sH h@h\mH sH h\mH sH h@h {\mH sH h \mH sH D&%'%[%x%%%%seeW & F-$1$Ifgd & F-$1$Ifgd { & F+$1$Ifgd { $Ifgdc;tkd$$IfF0p#0p#4 FaFytk %%%%s & F+$1$Ifgd { $Ifgdc;tkde$$IfF0p#0p#4 FaFytk %%%%s & F+$1$Ifgd { $Ifgdc;tkd $$IfF0p#0p#4 FaFytk %%&%&C&`&n&&&&ppppppp$ & F,$1$Ifa$gd { $Ifgd tkd$$IfF0p#0p#4 FaFytk &&&&p$ & F,$1$Ifa$gd { $Ifgd tkdW$$IfF0p#0p#4 FaFytk &&&&'pp$ & F,$1$Ifa$gd { $IfgdOtkd$$IfF0p#0p#4 FaFytk &&&&&&''''''''','-'.'4'5'H'I'\'a'h'v'|'''''''''''''''''(( ((('(/(0(1(=(S(X(e(q(y(~((((((޽겟ꟲꟲhOmH sH h@hOmH sH h@h {mH sH hj.6\mH sH h@hO\mH sH h@h7\mH sH h@h\mH sH h@h {\mH sH hO\mH sH >'''','pp$ & F,$1$Ifa$gd { $Ifgdc;tkd$$IfF0p#0p#4 FaFytk ,'-'I'a'm''sse & F/$1$IfgdO & F/$1$Ifgd { $IfgdOtkdI$$IfF0p#0p#4 FaFytk ''''s & F/$1$Ifgd { $Ifgdc;tkd$$IfF0p#0p#4 FaFytk ''''((sse & F/$1$IfgdO & F/$1$Ifgd { $Ifgdc;tkd$$IfF0p#0p#4 FaFytk ((0(=(X(q(~(ssse & F/$1$IfgdO & F/$1$Ifgd { $IfgdOtkd;$$IfF0p#0p#4 FaFytk ~((((((())J)e)w)))sssssssssss & F/$1$Ifgd { $IfgdOtkd$$IfF0p#0p#4 FaFytk (((((((((((())))-).)E)F)J)`)h)i)m)r)w)))))))))))))))))))) * *3*4*8*9*ת׶ꞕꕊh@hYsmH sH hYs\mH sH hkB?hkB?\mH sH hchcH*mH sH h@hcmH sH h+wh {mH sH h+whcmH sH h@h {mH sH hcmH sH h@h {\mH sH hO\mH sH 3))))))) *8*ne $IfgdYstkd $$IfF0p#0p#4 FaFytk  & F/$1$Ifgdc & F/$1$Ifgd {8*9*K*Z*p*|*sse & F/$1$IfgdYs & F/$1$Ifgd { $Ifgdc;tkd- $$IfF0p#0p#4 FaFytk 9*:*J*K*R*U*Z*k*p*u*w*|*}*~**********************+ + + ++++!+"+)+*+1+5+6+K+L+T+Y+d+i+j+l+n+v+w+ָᬞhYshYsH*\mH sH h@h7\mH sH h@hYsmH sH h@hp(umH sH hYsmH sH h@h {mH sH h@h {\mH sH hYs\mH sH hkB?\mH sH ;|*}****ss & F/$1$Ifgd { $IfgdYstkd $$IfF0p#0p#4 FaFytk ****s & F/$1$Ifgd { $Ifgdc;tkdy $$IfF0p#0p#4 FaFytk ***** +sss & F/$1$Ifgd { $Ifgdc;tkd $$IfF0p#0p#4 FaFytk  + ++!+s & F/$1$Ifgd { $Ifgdc;tkd $$IfF0p#0p#4 FaFytk !+"+*+5+s & F/$1$Ifgd { $Ifgdc;tkdk $$IfF0p#0p#4 FaFytk 5+6+L+Y+i+ss & F/$1$Ifgd { $Ifgdc;tkd$$IfF0p#0p#4 FaFytk i+j+w++s & F/$1$IfgdYs $IfgdYstkd$$IfF0p#0p#4 FaFytk w+y+{+++++++++++++++++++++,, ,,, ,%,2,7,=,D,N,S,Z,_,f,k,n,s,z,{,,,,,,,,,᪟᪟h@hmnaJmH sH h@h=aJmH sH h@hYsmH sH h@h {mH sH h+wh {mH sH h@h {\mH sH hYs\mH sH h@h7\mH sH hYsmH sH hYshYsH*mH sH h@h7mH sH 3+++++++++, ,,%,7,sssssssssss & F/$1$Ifgd { $Ifgdc;tkd]$$IfF0p#0p#4 FaFytk 7,D,S,_,k,s,,,,,,,,|tti $dha$gdv$a$gdvtkd$$IfF0p#0p#4 FaFytk  & F/$1$Ifgd { ,,,,,,,,----%-&-'-6-8-9-;-ǻs_H=1h@hp(u\mH sH h@hYjmH sH -h@hv56CJOJQJ\^JmH sH 'h856CJOJQJ\^JmH sH h@hv\mH sH h@hvCJaJmH sH hs<CJaJmH sH h8CJaJmH sH h@hv5mH sH h85mH sH h@h85mH sH &h@hv5CJ PJ\aJ mH sH hs<5aJmH sH hJ5aJmH sH h@hv5aJmH sH ,,-&-'-8-9-<-xodd $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk $Ifgd8 $Ifgdd<-=-S-V-v $1$IfgdYj $Ifgd8tkdO$$IfF0p#0p#4 FaFytk ;-@-D-H-I-R-S-U-W-i-j-k-l-n-w----------------------------.......".#.'.(.9.:.>.?.ǼǼǼDZޙޙh@h4&3mH sH h@h4&3\mH sH h@h8\mH sH h@hvmH sH h@hp(umH sH h@hYjmH sH h@hS\mH sH h8\mH sH h@hp(u\mH sH h@hv\mH sH 8V-W-j-m-s $$1$Ifa$gdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk m-n---v $1$IfgdYj $Ifgd8tkd$$IfF0p#0p#4 FaFytk ----v $1$IfgdYj $Ifgd8tkdA$$IfF0p#0p#4 FaFytk ----v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk ----v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk --..v $1$IfgdYj $Ifgd8tkd3$$IfF0p#0p#4 FaFytk ..#.'.v $1$IfgdYj $Ifgd8tkd$$IfF0p#0p#4 FaFytk '.(.:.>.v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk >.?.I.M.v $1$IfgdYj $Ifgd8tkd%$$IfF0p#0p#4 FaFytk ?.H.I.L.M.N.[.\._.`.a.l.m.n.p.q.r.s.............................//// / ///:/߽߽ȱȽȽȽȽȽȽȎh;Y8h8\mH sH h@h4&3mH sH h@h4&3\mH sH h@h8\mH sH h@hp(umH sH h@hp(u\mH sH h@hvmH sH h@hYjmH sH h@hv\mH sH h8\mH sH 6M.N.\.`.v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk `.a.n.r.v $1$IfgdYj $Ifgddtkdq$$IfF0p#0p#4 FaFytk r.s...v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk ....v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk ....v $1$IfgdYj $Ifgddtkdc$$IfF0p#0p#4 FaFytk ....v $1$IfgdYj $Ifgd8tkd $$IfF0p#0p#4 FaFytk ....v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk ....v $1$IfgdYj $IfgddtkdU$$IfF0p#0p#4 FaFytk ..//v $1$IfgdYj $Ifgddtkd$$IfF0p#0p#4 FaFytk // //v $1$IfgdYj $Ifgd8tkd$$IfF0p#0p#4 FaFytk //;/>/v $1$IfgdYj $Ifgd8tkdG$$IfF0p#0p#4 FaFytk :/;/=/>/?/@/A///,131111111111u2w222222ƾscsSKCKhmH sH hRj?mH sH h;Y8h ?5;aJmH sH h;Y8h5;aJmH sH hRj?5;aJmH sH hSmH sH h;Y8hSmH sH h;Y8h`mH sH h mH sH h2mH sH hhmH sH hs<mH sH hk mH sH h;Y8hbamH sH h;Y8hv\mH sH h;Y8hvmH sH h;Y8h7mH sH h;Y8hba\mH sH >/?/@/A/1112233r4}}umme$a$gd';$a$gd$a$gd ?gdk $a$gdd5tkd$$IfF0p#0p#4 FaFytk 2:3Y3Z3j333333333q4r4s4t4|444444׾xlcWK?Khs<CJaJmH sH hJnHCJaJmH sH h;Y8hc!5mH sH hJnH5mH sH h@hJnH5mH sH h;Y8hIm5mH sH h';5aJmH sH h;Y8hc!5aJmH sH h;Y8hmH sH h;Y8hc!mH sH h;Y8h7mH sH !jh;Y8h70J'UmH sH h';mH sH h;Y8h ?mH sH h;Y8hkmH sH h,hkmH sH hkmH sH r4s4t444455-505ZO $1$Ifgdc;kd$$IfFFo"W W 0o"    4 FaFytk $IfgdJnH $IfgdJnH $Ifgdc; 444455555!5%5&5,545;5?5@5I5M5P5R5d5e5g5h5j5u5}5~5555555555徯wlw``h;Y8hJnH\mH sH h;Y8h mH sH h;Y8hc!mH sH h;Y8h7\mH sH h;Y8hc!\mH sH hJnH\mH sH h;Y8h \mH sH h;Y8hc!CJaJmH sH h;Y8hImCJaJmH sH hCJaJmH sH hs<CJaJmH sH hJnHCJaJmH sH h;Y8hc!CJaJmH sH %053545J5M5Q5lc $IfgdJnHkdA $$IfFFo"W W 0o"    4 FaFytk $1$Ifgdc;Q5R5e5h5k5wn`` $$1$Ifa$gdc; $Ifgdc;kd $$IfFFo"W W 0o"    4 FaFytk k5l5~555wncc $1$Ifgdc; $IfgdJnHkd!$$IfFFo"W W 0o"    4 FaFytk 55555wncc $1$Ifgdc; $IfgdJnHkdK"$$IfFFo"W W 0o"    4 FaFytk 555555555555555555566 666666+6,6063656>6?6C6F6H6U6V6Z6]6_6j6k6l6p6s6u666666666666666666666666ԽԽh;Y8h4&3\mH sH h;Y8h4&3mH sH h;Y8hJnH\mH sH h;Y8h mH sH h;Y8hc!mH sH h;Y8hc!\mH sH hJnH\mH sH F55555wncc $1$Ifgdc; $Ifgdc;kd"$$IfFFo"W W 0o"    4 FaFytk 55555wncc $1$Ifgdc; $IfgdJnHkd#$$IfFFo"W W 0o"    4 FaFytk 55666wncc $1$Ifgdc; $IfgdJnHkdU$$$IfFFo"W W 0o"    4 FaFytk 66,60646wncc $1$Ifgdc; $Ifgdc;kd%$$IfFFo"W W 0o"    4 FaFytk 4656?6C6G6wncc $1$Ifgdc; $Ifgdc;kd%$$IfFFo"W W 0o"    4 FaFytk G6H6V6Z6^6wncc $1$Ifgdc; $Ifgdc;kd_&$$IfFFo"W W 0o"    4 FaFytk ^6_6l6p6t6wncc $1$Ifgdc; $Ifgdc;kd '$$IfFFo"W W 0o"    4 FaFytk t6u6666wncc $1$Ifgdc; $Ifgdc;kd'$$IfFFo"W W 0o"    4 FaFytk 66666wncc $1$Ifgdc; $IfgdJnHkdi($$IfFFo"W W 0o"    4 FaFytk 66666wncc $1$Ifgdc; $Ifgdc;kd)$$IfFFo"W W 0o"    4 FaFytk 66666wncc $1$Ifgdc; $IfgdJnHkd)$$IfFFo"W W 0o"    4 FaFytk 666666666666777777"7%7'7+7-7174767^7_7c7f7h7n7o7s7v7x777777777777777ӹ갤갤ꛤӛh;Y8hmH sH h;Y8h\mH sH h69/\mH sH h;Y8hc!\mH sH hJnH\mH sH hJnHhJnHH*\mH sH h;Y8hJnH\mH sH h;Y8h4&3\mH sH h;Y8h mH sH h;Y8hc!mH sH h;Y8h4&3mH sH 166666wncc $1$Ifgdc; $Ifgdc;kds*$$IfFFo"W W 0o"    4 FaFytk 667 77wncc $1$Ifgdc; $IfgdJnHkd!+$$IfFFo"W W 0o"    4 FaFytk 777"7&7wncc $1$Ifgdc; $IfgdJnHkd+$$IfFFo"W W 0o"    4 FaFytk &7'7-71757wncc $1$Ifgdc; $Ifgdc;kd},$$IfFFo"W W 0o"    4 FaFytk 5767_7c7g7wncc $1$Ifgdc; $Ifgdc;kd+-$$IfFFo"W W 0o"    4 FaFytk g7h7o7s7w7wncc $1$Ifgdc; $Ifgdc;kd-$$IfFFo"W W 0o"    4 FaFytk w7x7777wncc $1$Ifgdc; $Ifgdc;kd.$$IfFFo"W W 0o"    4 FaFytk 77777wncc $1$Ifgdc; $Ifgd69/kd5/$$IfFFo"W W 0o"    4 FaFytk 77777wncc $1$Ifgdc; $Ifgdc;kd/$$IfFFo"W W 0o"    4 FaFytk 77777wncc $1$Ifgdc; $Ifgd69/kd0$$IfFFo"W W 0o"    4 FaFytk 77777wncc $1$Ifgdc; $Ifgdc;kd?1$$IfFFo"W W 0o"    4 FaFytk 77777777778)8*8,8-80828384888=88888:(;);*;;;=>>>>ܼܼummeemhmH sH hmH sH h&hSmH sH h5mH sH hmH sH h&h7mH sH h&mH sH hk mH sH !h;Y8h ?B*aJmH phsH h;Y8hc!mH sH h;Y8hc!\mH sH h69/\mH sH h;Y8hmH sH h;Y8h\mH sH h;Y8h69/\mH sH #77777wncc $1$Ifgdc; $Ifgdc;kd1$$IfFFo"W W 0o"    4 FaFytk 77778wncc $1$Ifgdc; $Ifgdc;kd2$$IfFFo"W W 0o"    4 FaFytk 88*8-818wncc $1$Ifgdc; $Ifgdc;kdI3$$IfFFo"W W 0o"    4 FaFytk 182838);*;>>??@@wogggbbZZZ$a$gdjgdk $a$gd7$a$gd$kd3$$IfFFo"W W 0o"    4 FaFytk >>???,@0@@@AAAAA)B4BDDDDDDWEEEFFF?GAGCGDGMGNGhG{snf_ h*h>8hh>85 hk 5h*mH sH h>8mH sH h&hmmH sH hSmH sH h; mH sH hJQpmH sH hlZmH sH h&hQmH sH hImH sH hMmH sH hk mH sH hk h$5CJaJmH sH hk h5CJaJmH sH hk B*aJmH phsH "@FFAGBGCGDGNGOGHHHHNJPJKKL&,,I-J-$-D`M a$gd>8gd>8dgd>8 $7$8$H$a$gd>8$a$gd>8gdk $a$gd1p&$a$gd(hGiGoGrGGGGGHHHH"HHIxII$J&JLJNJPJ(KhK8L^LLMMMM:MN,I,O,S,b,,,-J-K-M-N-O-xjh70J'Uh*h>8mH sH h*h>8CJaJU(h*h>8CJOJQJ^JaJmH sH  h*h>8CJOJQJ^JaJh*h>86]h*h>86h*h>8\h*h>8;h*h>8;CJaJ h*h>8h*h>8mH sH -&search=informatika&fulltext=Hledat>. Wikipedia, the Free Encyclopedia. [online] [cit. 2009-06-24]. Available at: . ZINS, CH. Redefining information science: from information science to knowledge science. Journal of Documentation, 2006, Vol. 62, No. 4, pp. 447-461. ISSN 0022-0418.  There are some new meaning categories in Tab. 3 (vis--vis Tab. 2) as these are based on the agreement of associations in both groups of respondents.      PAGE \* MERGEFORMAT 3 J-K-M-N-----------.......==$a$&$a$gd1p&gd>8O-P-Y-}----------------- . . .......ϿϮh*h>8mH sH hm~hYQhmHnHuhg kjhg kUjhZ>>UhZ>>h';hmH sH h';h7mH sH h';mH sH h';h';mH sH h7,1h. A!"#$% DyK )http://cs.wikipedia.org/wiki/InformatikayK Rhttp://cs.wikipedia.org/wiki/Informatika$$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55#v#v:V F0p#5544 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk $$IfF!vh55W 5W #v#vW :V F0o"55W 44 FaFytk ^? 02 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmHnHsHtH@`@ [0Normal1$CJ_HmHsHtHXX m~Naslov 1$<@&5CJ KH OJQJ\^JaJ Z@Z SNaslov 2$<@& 56CJOJQJ\]^JaJT@T [0Naslov 3$<@&5CJOJQJ\^JaJH@H o$Naslov 4$<@&5CJ\aJLL m~Naslov 5 <@&56CJ\]aJBB m~Naslov 8 <@& 6]aJ>A`> Zadani font odlomkaVi@V Obi na tablica4 l4a .k . Bez popisa @>@ m~Naslov $1$a$ 5>*\aJTCT m~Uvu eno tijelo teksta $1$a$aJ>B@> m~ Tijelo teksta1$aJ^^@"^ L5/Standard (Web)dd1$[$\$CJOJQJ^JaJ&1& L5/telefon0WA0 3t Naglaaeno5\DPRD o$Tijelo teksta 2 dx\0b\ o$Grafi ke oznake  & F1$5B*CJ\aJph6U@q6 o$ Hiperveza >*B*ph<3@[@ o$Potpis e-poate1$aJBB\sfrankovaCJOJQJ^JaJph0X0 S Istaknuto6]66 Tbold c-red-dark44 T c-red-dark1ph7>> hautor1$xx1$a$aJ  htime  hsep4"" hgroup hdis! hcnth\h]oN z-vrh obrasca#$&d1$Pa$<CJOJQJ^JaJh]h]oN z-dno obrasca$$$d1$Na$<CJOJQJ^JaJFQRF mTijelo teksta 3%xCJaJD@bD m Tekst fusnote &7$8$H$CJ>&@q> mReferenca fusnoteH*NN A4enabled1%57>*S*Y(\phq JJ A4 advice-hint15\ph3fq HZH f- Obi ni tekst*1$CJOJQJ^J66 4 msg-origmsg1phfBB 4 contactblock1 ,1$aJ66 c-red-dark bold<< &Styl1 . & F%1$ aJmH sH bob &Default /7$8$H$-B*CJOJQJ^J_HaJmHphsHtH  &boldBB 2&Tekst komentara11$CJP!P 1&Tekst komentara Char_HmHsHtH*1* D~smallCJaJ.A. D~ editsection.Q. D~ mw-headline.Oa. D~ cizojazycne>r> inline7dd1$[$\$aJL+L 9KTekst krajnje biljeake8CJNN 8KTekst krajnje biljeake CharP*P KReferenca krajnje biljeakeH*:: <g k Zaglavlje ; p#D/D ;g kZaglavlje CharCJmHsHtH8 @8 >g k0Podno~je = p#B/B =g k0 Podno~je CharCJmHsHtHPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!r]@Otheme/theme/theme1.xmlYMoE#F{oc'vGuرHF[xw;jf7q7J\ʯ AxgfwIFPA}H1^3tHA HwDI31МC`A]#Tv@=!<İT[ڸ3"Жe)Q!ol y\?Z]<z'Yٯ󼻵fKWtnu:f+25 1_66Y|slvހ,~u߿ZmxM:~ƽ9ۮ|g(Ȇ"1OԢ\=.@Md}H.Gb-\zc|9e! a f^=??|xGȡIXzg>2>ϫP>3u^|gO^|=o <*Ç4&$Gh`9Q #LI(q =9S̲8zt;G䞣 E+$DuŽUrpŤJv'N|{f݈8j1((B*K] .Xu0tɐlm2fpVe9tPU(?$quⵒfqy$JyϢD9\,AGm\nziÙ)D]|%lڟZ̦gl冹EPk 9> ljWY DK/7ebe _膖W`VcJD1#4b!:UJ0A?=y6ʷWg1K#[]y%[BTRlw~SL_)4)X t|zm{\CJ# w@],d_C֜a|jHP؏T$كdfl,YdTI]ZG䐰zoPnI dYB=!kk|l1Qn6MBŊ]|-_ƬF^ Mιڎ5gr3W8o1,Q =H zC}~h m /iG08ELum6:iO֚%tv1ZHggv|m"{DaidL`/Z_z 'LIL0zL@[t/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!r]@Otheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] +EEE4 ***- l^]jx ?" $$&(9*w+,;-?.:/24567>hGO-.')*,-./013457>EHPSV`lnpuy$&%%%%&&','''(~()8*|*** +!+5+i++7,,<-V-m-----.'.>.M.`.r.......//>/r405Q5k55555646G6^6t6666667&757g7w7777777818@J-.(+2689:;<=?@ABCDFGIJKLMNOQRTUWXYZ[\]^_abcdefghijkmoqrstvwxyz{|}~EX $&-! 8@0(  B S  ?E22a22V@EY@E>*urn:schemas-microsoft-com:office:smarttags PersonName9*urn:schemas-microsoft-com:office:smarttagsplaceB*urn:schemas-microsoft-com:office:smarttagscountry-region8*urn:schemas-microsoft-com:office:smarttagsCity _ SW017?X]^_f z~!m|##[+c+D?M?S?h???n@u@AAAAAB B/BEBaBCCCD,DIDNDDDDDDDDDDDDDEEERS0?A<BD?M?O?h?i?o?r?u?@t@v@&A(AAA`BaBBBBBBICOCSCVCCHDNDDDDDDDDDDDDDEEE3333333[\cc@'A'))**++4040)3*3667788>>D?M?MDNDNDPDYD}DDDDDDDDDDDDDDDDDDEE[\cc@'A'))**++4040)3*3667788>>D?M?MDNDNDDDDDDDDDDDDDDEEEE."ŒG~>g *2{h Ŝiқ`#jNPJpҲ.T%vZ M*:"*jќs,k^ ..^Sr/, r2H3D@Tia5 r9rj5*O!`7ϜPRW@J7 ;". z xWijl! z L![!!w@!:5 ! !G.:)b"fX5"5~XS"G.:bsS"Wo,54"[oXlF#jl!(hh)p#(K c={$mF$}Cl!rE%G.:qW7&)b",&G.:oa'!REU(ATJ,*[=Wo,nz-F_k".@-c/,3jl! 73mF$3gen PP:5J78>%np   9~Z7sX9G.: h= 7: `  ; ~s5i<G.: <3 h=jl!xx``?)b" /?i?b@8  I@ow JA3 } DG.:!RE5"GFow !aGfxH>osATJ2KmZWL". %NX9N739O3.| DP)b"!ePG.:J,Poa'Q Q)b"EQc={$j|.R(gR SiWz"S, TVsUJ,P"U2K fXUO`5~X-c/QzY73eC Z(K #{\G.:i]T 4  B_G.:_G.:3_J7 $/`fxHUO`w@! `>@n&a%Ni?b"S0acG.:/ e2K 1XffxH(-K ;gG.:TvpgL!)Tg ;KGhG.:>hT 4  2Bi8  xWi}j". F_kCk73e}ClmJ7 4gm(K 8>%n"SSnG.:gen(gR xx[o oXlF#r3.| ~Z7s>osjl!d[psG.: ~snz-v8  iw iy5w/?sxJ7  y8   iyqW7&iWz!REK?|z 3.|v) <|7c?Kv`(4~|>FyI  L U k  HZ +GrR)#H8`.l/"; 7c! "fL"p>#b#o$`%F&1p&'p(p )^%)"K)* +f-+.L5/69/"0bT0[02$24&3N4(K5d5j.6L7;Y8*n;i=Z>>A> ?kB?Rj?}DCC^EJnHR2IO4ILLaoL]oN`OYQ!R)UaX [xf[l^:`*`&aag hih iF ijjl;jkg kXMkD llfl! mImS@pJQpEUq$rsYs3tp(u83x:IQ d/|79vBmA7 ks<Xfhmn_&5hk 6IF$68;`D~lZ50X9, -B1dh% jTgGMu&YKA4Ta^@ULngvF2I\z c;u Q&+w [T G~Wrr|Y^Bct\u?IOIYj';WVm km!(/v5lrYS JSDu>oKtm~$ba=7CGOL|OQSZNDPD@@@ABCE@HJLX@UnknownG* Times New Roman5Symbol3. * Arial;SimSun[SO?= * Courier New;WingdingsA BCambria Math"1{Fئ1 : "{1 : "{!4d,D,Dl2qHX?[02!xxDNES:frankova eXPerience.                           ! " # $ % & ' ( ) * + , - Oh+'0x  ( 4 @ LX`hpDNES: frankova Normal.dotm eXPerience8Microsoft Office Word@2~@Y"@6@N:P 1 :՜.+,D՜.+,\ hp   FP VUT BRNO{",D DNES:DNES: NaslovNzev 8@ _PID_HLINKSA[ )http://cs.wikipedia.org/wiki/Informatika.  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&+,6/0123457Root Entry Fɳ:P.Data 41TablebWordDocument.4SummaryInformation(DocumentSummaryInformation8Macros 0m:P0m:PVBA 0m:P0m:PdirThisDocument _VBA_PROJECTPROJECT :B  !"#$%&'()*+,-./0123456789;<=>?BC0* pHdProjectQ(@= l V5L J< rstdole>stdoleP h%^*\G{00020430-C 0046}#2.0#0#C:\WINDOWS\system32\e2.tlb#OLE Automation`ENormalENCrmaQF  *\C m! OfficgOficg!G{2DF8D04C-5BFA-101B-BHDE5gAAe4 2ggram Files\C ommonMicrosoft Shared\OFFICE12\MSO.DLL#M 1 Ob Library%z}BeThisDocumenPtG TfisDHcuQ@Ienn 2E HB1BB,!"B+BB}xME (S"SS"<(1Normal.ThisDocument8(%HxAttribute VB_Name = "ThisDocument" Bas1Normal.VGlobal!SpaclFalse CreatablPre declaIdTru BExposeTemplateDeriv$Custom izC1a *\G{000204EF-0000-0000-C000-000000000046}#4.0#9#C:\PROGRA~1\COMMON~1\MICROS~1\VBA\VBA6\VBE6.DLL#Visual Basic For Applications*\G{00020905-0000-0000-C000-000000000046}#8.4#0#D:\Pracovni\Office2007\Office12\MSWORD.OLB#Microsoft Word 12.0 Object Library*\G{00020430-0000-0000-C000-000000000046}#2.0#0#C:\WINDOWS\system32\stdole2.tlb#OLE Automation*\CNormal*\CNormalV5L(*\G{2DF8D04C-5BFA-101B-BDE5-00AA0044DE52}#2.4#0#C:\Program Files\Common Files\Microsoft Shared\OFFICE12\MSO.DLL#Microsoft Office 12.0 Object Library V5L }ThisDocument034c35ee56ThisDocument ~;F` %WordS1 VBA Win16 Win32 Mac VBA6# Project1  stdole` Project- ThisDocument< _Evaluate Normal Officeu Documentj T ID="{9B401FAA-95CC-4D32-B880-07771C2A3CC2}" Document=ThisDocument/&H00000000 Name="Project" HelpContextID="0" VersionCompatible32="393222000" CMG="9C9E42E0427846784678467846" DPB="383AE619E719E719" GC="D4D60A283AC53BC53B3A" [Host Extender Info] &H00000001={3832D640-CF90-11CF-8E43-00A0C911005A};VBE;&H00000000 PROJECTwm@)CompObjAThisDocumentThisDocument  F0Dokument programa Microsoft Office Word 97-2003 MSWordDocWord.Document.89q