ࡱ> 5@Abjbj22XXAxLLLLLLL`h2h2h2h2 t2`kM,3,3,3,3,3,3,3,3;#<<<CZ<IDIL$!NRsPML,3,3,3,3,3MLL,3,3%Mz7z7z7,30L,3L,3;z7,3;z7hz77P8LLx8,3 3 cjOh2\4h88\;M0kMp8PN7Px8``LLLLPLx8 ,3,3z7,3,3,3,3,3MM``d7``BLA CSILLEI The Special Problems of the Schools for Children with Multiple Disadvantages The radical transformation process of the 90s have shook in their foundations the educational institutions, the special schools where vocational training takes place. The changed structure of production, the structural rearrangements have caused changes in the human factor participating in that process. Students who came from environments lacking stimuli starting without any chance because of having poor achievement in school faced serious problems. Their social standing, the often inadequate housing, low motivation in the family have caused a narrow-minded perception of the world surrounding which had indeed been a reachable goal nowadays have significantly decreased. The huge sponge, the network of factories that sucked up the young people leaving school with poor result disappeared. The talented, the ones who live in better financial circumstances are aiming for better schools by concentrating the familys resources. The pupils who are constantly dragging behind in the elementary and middle schools, who only know the feeling of failure, and some how get through with low passing grades look for schools providing vocational training. Studies have proved that the ones who become students of those schools are guided by harsh social determinants. Their value-orientation, their choice of values is considerably influenced by that factor. Assessment tests given at the beginning of school year in the schools of vocational training show that the majority of the accepted students are in a significant social and cultural disadvantage. Coming from broken families surrounded by unemployed adults and relatives, unable to deal with continuous daily conflicts, they are incapable of breaking out. The sociocultural field, which determines their social relations, automatically regrediates their needs. Following their marginal values they often act against their interest. Not only the teacher community but also the existing family helping system seem unable to find a solution to all these problems. In most cases the familys role in this situation can only be pointed out by examining its consequences. Furthermore, the childrens immediate environment often regressively influences their hesitantattempts to break away. Being a vocational trainee is based on reviving most if the disadvantages, and this intensifies because of the horizontal and vertical closing in of the social mobility. These problems are increasingly present among the young of the most left alone minority, the gypsies, who desire to study. Because of the social-historical causes, the revival of the state of being at a disadvantage, and the existing mutual prejudice gypsies are not able to send their children to school in proportion to their number. The possibility of going to, school, which seemed the only existing opportunity /possibility, have decreased to minimal as a consequence of the changes. These schools because of the lack of training shops prefer teaching those professions which can be acquired with the help of private enterprises and craftsmen. The companies, through the liquidation-transformation period, first of all got rid of their well-equipped training shops, putting great numbers of the students into the streets. The schools werent prepared for this kind of consequence of the change that had taken place. Today, a craftsman employs very few students. Among them are hardly any from the lower class of society and no young gypsies at all. THE REASON OF THE RESEARCH Societys mobilization-channel is nowadays still higher education. Surveys prove that nationally 85% of any given age-group planes to further their education. Part of the remaining is not educated professionally, or mentally not fit to be educated, and considering todays unemployment-indexes it is doubtful they can enter the labor force. The majority doesnt get basic education either, they drop out and disappear in the industrial world. The common experience is that 15 to 17 percent of high school students also drop out. Therefore, in all, one third of the population for various reasons - gets minimal education, is unqualified, and this leads to problems in entering the labor force, to sow or no income at all, and to no opportunity for advancement. These problems are increasingly present in the gypsy community. Statistical indexes and social studies prove, that their educational level is far under the national average. Forty-four percent of young gypsies do not complete primary school. The others - even finish it- do it with very low grades, overaged, and with the burden of conflicts. The majority of those who complete primary education, having learned from their experiences, do not try, are rejected because of their low grades, and their ethnic background. This of course does not happen in the form of openly admitted prejudice, but by referring to the lack of space. The few exception who does get accepted to a secondary school often drop out because of the absence of motivation coming from their family background, the different requirements, and as a result of the series of failures they have encountered. Barely one tenth of the accepted students get a diploma. The young who live under harsh conditions, in unbearable apartments, without the possibility of being independent are often unable to live up to the expectations of society. For the children - experiencing the different treatment they finish the eight grade - it is hard to comply with the requirements of high school; in any institution that gives a high school diploma a gypsy student is considered unusual. Those who are fairly skilled but having good abilities, also stay home, and continues to descent the slope. The gypsy people, who have to live with the prejudice expressed toward them, and who are themselves prejudiced, left without something to hold onto, someone to lean on, and without refuge, in a society afflicted with inflation and unemployment, gets less and less possibility to join the process of becoming a citizen. With serious, definite help, which takes their interest into consideration a result can be reached. Without all these, however, these young people who deserve better, only add to the number of those who linger passively, the disillusioned and the criminals. Low education reproduces itself both the cause and especially over a certain age, is almost impossible. THE STUDY The Baross Gabor Vocational and Technical School in Szolnok which was chosen as the site of the research and its surrounding is not in a better position either. The rate of young gypsies who complete their basic education is 50%. Many are over-aged, their number reaches 37% as opposed to 27% in the country. 44% percent of adult students in comprehensive schools is gypsy, and the number of handicapped gypsies is also high. In 1992 the overall number in Jaszkun-Szolnok country was 60 - 80% percent of those who continue their education goes to technical schools. That means 194 person, 2.1% of all the admitted students. Their number in vocational schools is 14, 13 in secondary grammar schools, and only 5 at universities. The majority of these students come from bigger cities, or larger gypsy communities. According to surveys more than half of the parents have completed less than eight hard, 4.3% has a technical school diploma, 0.8% has a secondary school diploma, and 0.1% has a diploma from a university. THE METHOD OF THE STUDY The study was primarily based on surveys done by questionnaires, and on interviews. The Questionnaire was filled out in parallel with the Questionnaire of Interpersonal Skills by those students of the chosen institution whose origins are gypsy and who think of themselves as gypsy. The interviews purpose, which took place in between the two surveys, was to examine the advancement, the change, and the qualitative growth. The conclusion and the activity programs plan of proposal was prepared by summarising these. Throughout the study several information came to daylight which caused the alteration of both the original means of the study and the schedule. At the same time, undeniably, the horizontal narrowed field of the examination strengthened in depth can not bring clear and unbeatable consequences, either. Real results could only be brought by an overall research program extended to all counties and secondary schools. THE CONCEPT AND THE COMPLETION OG THE STUDY According to the original idea - in a longitudinal experiment, using the resources of public education - this study might help to decrease the serious disadvantage the gypsy students have when they get into high school. In an organized educational setting acknowledging the participants interest, based on the methods of public education - the young would be given a chance to break out of their sociocultural environment. Through individual discussions their attention can be drawn to the importance of forming a community, to the importance of effectiveness of group-work. By organizing programs where the young get together, the advantages of collective activities, and the need to con centrate the resources can be pointed out. The group that forms in such a way according to the concept - is able to fight more effectively against the disadvantaging effects of the immediate environment. The children are not going to be more by only what they get, but also in their view of life, and in finding practical solutions. The motivational factors of their cultural needs and learning is primarily determined by their momentary personality. However, as their way of life, their wishes and desires are also down-to-earth. This is moderately present in the gypsy community, because there is neither a shaped-completed group identity, nor a precisely definable ethnic minority. The gypsy population is divided, searching for its identity, and experience attests that because of the lack of a leading elite, and the help of educated representatives, these attempts to break out soon subside. The experiment originally concentrated on three main questions: Can the disadvantage of young gypsies coming from impulseless environment, lacking the basic and specific knowledge with acting with signs of deviancy Does the promotion of forming a community, and ensuring the hypothetical and practical conditions of group activity make the participating students more complex personalities, more open and susceptible individuals? Can the chance of opportunity, teaching the tools and ways to get ahead, and group activity destroy, or decrease the already existing, mutual prejudice between the gypsy and non-gypsy youth. It is proven by experience, that most of them sees a hopeless family environment around them that is unable to break out. To introduce them new values without transition may have the opposite effect. That is why it was important for the experiment that the group is a social - psychological category, which function based on the based on the theory of self - active learning and accomplishment. According to the basic hypothesis the children have to deal with the prejudice of their own prejudice which is drawing them back. This however is impossible without regular, practical help. Through group activity, and private dialogues, learning about our own and other cultures, the basic elements of citizenship can hold back all kinds of forceful outer, and inner efforts to assimilate. THE ACTUAL EXECUTION OF THE STUDY From all the students 21 said they were gypsy, and 20 was willing to cooperate in the program. As a special and not completely valid control group, students of s class with average achievement was asked to fill out the same questionnaire. The 28 students who took part in the study were from the class II.J. - a class of central heating mechanics. The two gypsy students in this class didnt take part in the experiment as part of this class. The experiment was conducted during the time of one year, in the 1993-94 school year. It was started in September and at the end of April valuable results emerged. YEARTOTAL1.YEAR2.YEAR3.YEARDROPPED OUTFINISHEDSTAYED1984-8518133252111985-8619106322151986-8721151543141987-8817115151111988-891557332101989-901710254281990-9122118353141991-9222126453141992-931987443121993-941964945 (?)10 GYPSY STUDENTS IN THE GABOR BAROSS HIGH AND VOCATIONAL TRAINING SCHOOL For the 20 years the institution has been standing, it had always admitted gypsy students. However it should be mentioned that every school year only about twenty applied. The study, which looks back on period of a decade reveals that the low application rate was further decreased by the continuous dropping out of these students. From the countrys gypsy youth, in proportion to the population, several hundreds should get accepted. Instead, hardly any of them try, and some, because of their disappointment in the beginning, drop out. looking back on the last several years, there were very few of them who was given a vocational training diploma. In the period the study was conducted, in the school year of 1993-1994, the number of gypsy students who enrolled was 23. Among them, 6 students was in the first grade, four was in second grade, 9 was in third grade, and 4 was attending vocational training. The latter simply refused cooperation, or to take part in the experiment. In private interviews they admitted that their peers did not know that they were gypsy. Despite the clearly visible features, life style, and clothes, they condemned their gypsy origin, and refused to speak about it. THE TECHNIQUE OF THE SURVEYS COMPLETION The protection of civil rights, the interest of success, and the needs of the young people required, that the surveys be anonymous, and more or less unidentifiable. This could be fulfilled all through the experiment, in spite of the fact that, I taught most of the participants, a I could be able to recognize their writing, and the characteristics in data. This only served to pick out misunderstood, or wrong answers. The final outcome showed that all of the papers were successfully filled out and could be evaluated. I applied the same enough time was provide. Consultation and parental guidance, or post-written beautifying parts were ruled out, so the answers believability was acceptable. THE TECHNIQUE OF EVALUATION The evaluation of almost 50 surveys required great precision, rational communication and enough cautiousness. The values in numbers and graphs could include untrue or beautified data or data not based on adequate information. Despite that the participants were notified of the reason for their participation, they could give false answers for nicer, ,ore positive results. According to the law of large numbers, it only makes sense to examine the control group are students of the same school, thus their potential similarities can be derived from the unique circumstances of the institution. Because of the origin of group one, and because their ethnic minority, they were placed to be the subjects of the experiment, the other one for the same interest in the field of studies; the latter for a higher level decision. So the forming of the two groups was neither voluntary, nor spontaneous, which could possible influence the outcome of the experiment in the original, attention-making circumstances. PERSONAL INTRODUCTION The subjects of the experiment were 20 people of gypsy origin, and 28 of non-gypsy boys. ( There are only male students in this sort of high schools. ) The answers showed that the boy homes are mostly Szolnok, or its suburbs. Two of the gypsies lived in dormitories, and six of the non-gypsies did. In the case of the broken families, the missing parents was the father, either because of a divorce or the death of a parent. The answers also show, that the students had a better relationship with their mother, rather than their father. Among the gypsy, the families with more than one siblings were dominant. That has a great influence in their lives. While in the control group about 50 percent usually sleeps alone and 50 percent sleeps in one room with other siblings, among gypsies togetherness is natural. The cause of this is not necessarily the difficult housing situation. It is rather the tradition of sticking together, strong links in the family, and of being family centered. Because they spend so much time with their family at home, gypsy students often have less time to study, were upon they do most of their homework at school. Both groups have serious family ties, they expect their parents to solve their problems. This shows, that the success of pedagogical programs, that do not include the close relationship with the immediate environment is questionable. At the same time, the students are close to other communities as well. Although it became clear during the dialogues, that the friends of the Rom yough are mostly their relatives, they do not like to be alone. The gypsies have closer ties, friendships, their family ties are stronger. They believe in the strength of these ties, but, at the same time, they know their own strength and responsibilities. Unfortunately, unemployment is an accepted factor, and a natural state in gypsy families. They almost reconcile in it. The parents of the participants had lower level of education, they are less qualified than the parents of the other group members. The gypsy head of the family is almost always unemployed, and this characterizes the mother, also. QUESTIONS EXAMING PERCEPTION OF LIFE, LIFE STYLE? AND THE TAKING OF A JOB Thinking of the future, both groups had serious problems. The financial, a flat and unemployment. Those questions are stated nowadays for all students in vocational schools, so it is not surprising that we find it here also. The interesting part of the answers can be the quest for a solution. The gypsy youth prefers knowledge less, rather they fuss family and friendships. In the control group, learning and intelligence is the example to follow, a goal to achieve. Its a fact, that high level education is not a characteristic of these families, the only exception are family members of the control group. The children are high school students, and that fact helps them to form a perception of the world, that develops in the right direction. The basic statement, that those, who become students of vocational training schools, are pushed to that position by harsh social determinants, shows, that these students know the hardship of finding a job in the future. But they still continue with their studies. They chose the vocational school, because of their poor grades, and for the influence of their parents or teachers. Although they are not attracted to their profession, they know that their profession abilities will make getting a job easier. Their opinion about a profession, they would like to be entrepreneurs, which shows that they mostly are familiar with the changes in the world. Making miney dominate their plans, also high payments, as the tool of real life. Both groups clearly think that good salary is important, although some of their other ways of making money, as well. It is important to point out, that none of the gypsy boys checked love of profession or moral respect as an answer. It seems, they do not stress the importance of those aspects. More important to them is private uncontrolled forms of work, freedom, which was a commonly highly accepted values. CULTURE AND EDUCATION To continue on to the next step, it is not permittable to deepen basic and specific culture, and to enlarge it. All of this is impossible to achieve without the participation of individual continuously and with major actions. Thus, active participation, and the change in perception point of new is needed. Young people often misinterpret intelligence, culture with lexical knowledge. Literacy, knowing of other languages a diploma received a large number of votes, placing human, and personal values to the second in importance. This is an important information, because it makes us understand the refusal of gypsy do not read much understand the refusal of gypsy students of school-type education. They get information mostly from TV. They do not read much, but they receive books from their friends. ACHIEVENT AND SUCCESS To be able to ask the question about the order of human characteristics in importance, one has to know what those characteristics are. Knowing the qualities preferred, does not only mean the opinion of the youth, but it could be a great help for future planning, also. Among the characteristics, popular were the following: -first group: clever, strong, successful, pride, having a strong will, being non-compromising. As the list shows, they are aware of their disadvantages, arising from their minor identity. They know, they can achieve only with the knowledge of their identity, never compromising, with a strong will, and pride. But the school does not communicate these characteristics to youngsters, yet. The students think, that knowledge is not enough for achievement. In the gypsies opinion, to succeed, one needs family links and money, non-gypsies also add connections and intelligence. SUMMARY The number of the gypsy youth applies that more than 10,000 gypsy youngsters should go to high school. In contrast, the number of students is only a few hundred, which shocking even if we only look at the numbers. AS a consequence of the changes, it became harder to get accepted into school of vocational training. It nullify the less effective, but existing chance. It can be said, that the contact with the participants was successful from the beginning of the school year. Going to the theatre together, getting to know the cultural institutions of the city, a trip to the city formed the minds of the young people further, helped them to be more open toward, and susceptible of, the things of the world. The regular gifts, books, and newspapers - they received Lungodrom widened their views and deepened their general culture. The talked started at the beginning of spring, the making of interviews, ensured them of the unbroken connection. The eye-to-eye meetings, in which we discussed the questions of the survey, - expect the private, or family aspects - confirmed past experiences. This meetings showed that the values of students high schools can be formed, and that shows in higher mental and ethical levels, they demonstrate openness to tolerance and empathy. Even if the possibility of development does not draw attention, it may not be an exaggeration to say that a one year relationship will not vanish leaving nothing behind. We can think of the extension of the learned material, or other knowledge acquired, or the development in sociability. But if we theorize especially on the long term knowledge, we must not forget, that the participants took on the role in this experiment in such circumstances, which most definitely will form both their social and cultural attitudes. THE WAY TO MOVE ALONG Education, profession, volunteering, and abilities, the ability for adaptation, adaptation at ones work place, are all important factors in the market of labor-force. Being unqualified, having had low education, are sure consequences of that market. The changes came down hard on the uneducated, the unprofessional, and those who did not have the proper family, and financial background. The very bad statistics of schooling among gypsy population suffered the most from, and became the number one loser of the economic changes in the country. Statistics show that in every school the number of gypsy intellectual class, decreased. And the future is vague, that could show the way out for half a million Roma, citizen of our country, to rise. Today, a good career requires education, general culture and professional knowledge. The rigid structure of the schools teaches only adaptation to the Hungarian way of life, Hungarian ethics, allows behavior only approved by the Hungarian life style. Anything that is contrasting to that, even if intended to be good, only produced aversion to that behavior by others. Every members of an ethic minority feels the attitude of the surrounding majority toward them, and it stars a inner process. It could be experienced among high school students, that they condemned their origins and accepted the assimilation to the society of majority. For the gypsy youth, Hungarian education and relationships is always a failure. In elementary school the kids are nice, with wide eyes, are hungry for beauty and the good. When they enter fifth grade, they begin to live by their family values. The teacher is irritated by that, and the Rom always becomes a loser if it comes to conflicts. He was not taught to deal with such problems and similar ones, he is helpless. During teacher training, there is not one word about chances that the teacher will meet a few of the half a million members of ethic minority in her future work place. There is not one word in the books about different treatment for children of other cultures, with different perception of the world, that they cannot be taught the traditional, bookish way. Although sociological studies show that the negative attitude toward the gypsy start after a few years of experience , it is not typical teacher-to-be or a starting teacher. The prejudice toward the gypsy become stronger in relation to the same time passed. The segregated classes created, did not fulfill expectations. Badly equipped schools, teacher with the experience of failure in other schools, and place degraded to subsidiary status, from where there is no stepping up. The dreams of the children who are put into these schools, soon will vanish. Because they are place into an almost unknown language group, they always meet with a underpaid, tired and indifferent, and an intolerant teacher community. Nowadays, schools are becoming a unified requirement institution, in which there is no way to keep an eye on individual needs. These circumstances are the hardest on gypsy students, because they are separated by great differences in life style, and language, from the average. The students of the Baross Gbor High School and Vocational Training School in Szolnok, there are 21, who says they are of gypsy origin. Those who proudly admitted and actively lived with the unchangeable fact, were only 4 students. The others estimating the possibilities soberly or often with a cynical hint tried to suppress their origin. They were silently expected to do so by their environment, their classmates and often by their teachers. The one years time, the unbroken keeping up of the relationship proved to short for the basic changes to happen on this field. Nevertheless something started. They learned a lot during that period, the activities, the conversations, the getting acquanted with the cultural media and institutions were the source of a river on one side of which are those pedagogues who with their empathy and understanding stand not for tolerance but for acceptance; their people cultural inheritance which gives way to their integration stands on the other side. This group does not want to assimilate, but have chosen the other form of social adaptation: integration and cooperation. And this cannot be carried through without the school, the undertaking of the methodology of education outside the classroom, as a final result can only be reached by the education and successful improvement of gypsy children. According to the original conception the children will not mainly improve in their lexical knowledge that they get in the classroom but in their and ability of finding practical solutions. But this required a conscious perception of the values of the offered cultural programs and services by the people concerned. The keeping of the conditions of being personal proved to be important. It is a task of content and methodology at the same time. The participant must feel that he has to do something with that form of acting. A great part of the cultural needs appears only as mediated need, in other words it always depends on the satisfaction of an other need. It becomes independent from the primary one when it gets to have a purpose in itself. Whether we observe it in its being mediated or in itself, it still stands in close relationship with the social and interpersonal conditions. Thus the stronger the challenge of the environment is, the more remarkably will the cultural need appear. The situation can be cured with effective pedagogical work and serious financial and intellectual effort. The problems of the gypsy minority includes such challenges at the moment that are impossible to be solved by this group itself. The participants of this game are not in the position of making real decisions. However, the process must be started somewhere unless the gypsy children will lose their place in their last fortress, the vocational school. The experiment, the summon up of the results and the experiences of the research show that activities within an organized framework, the sue of the methodology of public education can seriously affect the world view and value system of the young. The experiment justified the hypothesis on the change ability of young people. The activity within organized framework is effective in this change. People dealing with this problem, but also those who are just observers from outside have to answer the only question: does the society reaching for the end of century on the way of Europe have a need for cultured and educated young gypsies? Does it need integration of the gypsy community instead of its violent assimilation? And lastly mentioned but before all: is it possible at all to raise such questions when peace is basic condition for both minority and majority. This one year experiment did not intend to give an answer, but to raise questions. The conclusions and the way to move on were more serious factors. While the rising of the Gypsy is in progress, the attitude of the audience toward them has to changed at the same time. The efforts are well defined, but extremely hard. 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