Electronic Support Measures is a discipline of electronic warfare. In electronic support measures, receivers must maintain surveillance over the very wide portion of the electromagnetic spectrum in which threat emitters operate. In current receiver technology, it is not possible to have a receiver which is at once both able to discriminate multiple simultaneous emissions and highly sensitive. A common approach is to use a receiver with a relatively narrow bandwidth that sweeps its centre frequency over the threat bandwidth to search for emitters. The sequence and timing of changes in the centre frequency constitute a search strategy or sensor scheduling problem. A good electronic support receiver should observe the threat emitters, usually radars, very soon after it first begins transmitting, so in designing search strategy we would like to ensure that the intercept time is low or the probability of intercept after a specified time is high. In this thesis, we study the search strategies used in electronic support measures receivers. Moreover, a search strategy based on probability of intercept of the threats is proposed. The performances of the search strategies are compared at the end of the thesis.

Diploma thesis deals with application of supportive measures in the education of pupils with dysgraphia from the perspective of teachers at the second stage of primary school. It aims to a recommendation that a teacher can support provided to students with dysgraphia. It will bring teachers' insight into the use of selected support measures for pupils with dysgraphia. The theoretical part of the description of the education of pupils with special educational needs, especially with a focus on support measures, further recording of problems with learning disabilities, where there is more space for imprisonment of dysgraphia and application of support measures for pupils with dysgraphia at the 2nd level. The empirical part contains qualitative research, which enables methods of semi-structured interview. Subsequently, it is possible to analyze the data using open coding. Research questions and formulation recommendations that may be available in practice are answered. According to the research results, teachers use support measures in the field of teaching organization, methods and forms of teaching and evaluation in the education of a pupil with dysgraphia. Of great importance for the application of support measures for teachers is cooperation with the family of a pupil with dysgraphia and...

The purpose of this study is to investigate in what ways volunteers at local youth empowerment organizations can contribute to the prevention of adversity and intimate partner violence among youths, as well as their perception of the needs of their target group. Another aim is to discuss the possibilities of cooperation between different agents working to support adolescents, which includes volunteers, schools, parents and other adults. This subject is relevant for social work as organizations in the nonprofit sector can be established as producers of welfare services. The investigation is conducted through qualitative thematic analyses of interviews with four volunteers from two different organizations, and the analysis is presented in three themes. The theoretical perspectives applied are street-level bureaucracy, ecological system theory, stigma, and gender theory. The empirical body describes both opportunities and limitations of the preventative work, and the result implies that no single agent has enough resources to decrease adolescents’ social vulnerability by their own means. Therefore, the possibility of cooperation between agents in various levels of the ecological system is discussed. The conclusion of this study is that all agencies need to contribute to create more effective prevention and support measures to reduce youth adversity and intimate partner violence, and volunteers can play a key role in this work.

Syftet med denna studie är att undersöka några elevers uppfattningar angående det stöd de fått under sin skoltid med anledning av deras läs- och skrivsvårigheter. De intervjuade eleverna i studien går i årskurs tre och årskurs fyra. Alla de intervjuade eleverna uppvisar läs- och skrivsvårigheter alternativt dyslexi. Data har samlats in genom kvalitativa intervjuer. Studiens teoretiska utgångspunkt är de tre specialpedagogiska perspektiven: det kompensatoriska, det kritiska och dilemmaperspektivet. Resultatet har analyserats utifrån de specialpedagogiska perspektiven genom att försöka hitta ett mönster och tema i de intervjuade elevernas svar. I resultatet framkommer det att stödinsatserna som utformats för eleverna mestadels utgår ifrån det kompensatoriska perspektivet. Det framkommer även att elevernas uppfattningar av stöd i skolan ser olika ut. En gemensam uppfattning som de intervjuade eleverna har är att de får stöd både enskilt och i klass med anledning av deras läs- och skrivsvårigheter. Det visar sig dock i resultatet att det stöd som eleverna får inte alltid är välplanerat mellan specialläraren och läraren. Något som kommer fram i resultatet är att eleverna vill vara delaktiga i hur stödet ska se ut och var de ska få stödet. Det visar sig också i studien att stödet som ges till eleverna måste utgå ifrån varje enskild individ för att stödet ska gynna elevernas kunskapsutveckling. / The aim of this study is to examine how pupils in grades three and four perceive the support they receive with regards to their reading and writing difficulties. The theoretical framework for this study is based on the three perspectives connected to special education, namely the compensatory perspective, the critical perspective and the dilemma perspective. In order to collect data, interviews are used and the results are then categorized and analyzed by using the three perspectives connected to special education, as mentioned above. To begin with, the results indicate that the compensatory perspective was the predominant measure used when supporting pupils but it also becomes clear that pupils perceive the support they get in different ways. Moreover, all of the pupils state that they receive help connected to their reading and writing difficulties, both individually and in class. At the same time, though, it becomes clear that the collaboration between the special education teacher and the class teacher is sometimes lacking. Finally, this study shows that pupils wish to be more involved in the process of deciding the frames for the support they need. Another conclusion is that the support given has to focus on the demands and needs of each individual in order for the support to be beneficial to each pupil’s learning process.

The diploma thesis deals with the work of teaching assistant working with pupils with disabilities at the common primary school. Within the framework of the inclusive education the number of pupils with disabilities is increasing and in the result increase also the teaching assistent in the primary school. Work with teaching assistant is in the beginning for many schools but there are still various problems. This topic is relevant today and it is discussed in both academic field and general public. The aim of this diploma thesis is to define the work of the teaching assistants at the primary school and the partial aim is to find out how the teaching assistants perceive their profession or what they would change. To meet these goals, qualitative research methods were used, especially semi-structured interviews together with the information from the respondent's demographic survey. The interviews were processed using note- based coding and for obtained data analytical induction was used. The result of the research is an overview of the activities of the assistant teacher and teamwork of teachers and other professional staff. The obtained data show that teachers' assistants still work mainly with assigned pupils (pupils with SEN) and do not give the teacher enough space to work with these pupils...

In Sweden, an increasing number of pupils are defined as having some form of difficulties in school. In order to receive special support measures in school, these difficulties must have been subject to a pedagogical examination that state that the pupil is in need of special support measures. This work of identifying and defining difficulties implies that questions about normality and deviance inevitably come into play in school. There has been an increasing demand in school politics to identify these difficulties as early as possible, and this demand has placed further pressure on school personnel in this issue. Furthermore, the personnel’s perspective on the difficulties is also important, i.e., in terms of their origin, because this has importance for the design and content of the special support measures. The overall aim of this thesis is to analyse the tension between normality and deviance that is manifested in the school’s work procedures for pupils with special educational needs. Related to the overall aim, four overarching research questions are addressed. How have pupils with special educational needs and special education been articulated in national policy documents during recent decades? What perspective on school difficulties are being portrayed in schools’ individual educational plans for pupils with special educational needs? How do school personnel identify and differentiate pupils with special educational needs from “normal” pupils? How do pupils with special educational needs and their parents experience the special support measures that they receive in school and what seems to be the main concern of such support measures? The thesis consists of four studies that are based on different empirical materials such as policy documents, individual educational plans (IEPs) and qualitative interviews with school personnel, pupils and parents. The methods that are used for analysing the material are policy analysis, content analysis and grounded theory. The results show that the target group for special support measures has been ascribed with different meanings (over time) in policy documents, something that has affected the recommendations of the support measures and the choice of actors who are assigned to provide such support. Furthermore, the IEPs, as well as the interviews, reveal that an individual perspective on school difficulties seems to be deeply rooted in school.  The identification process of special educational needs followed three models: a pedagogical model, a social model, and a medical/health model.  However, the process of sorting out and defining these pupils invoked ambivalent feelings in the school personnel and the school class usually became the frame of reference for normal or deviant behaviour. Finally, the pupils’ and parent’ main concern of special support measures in school were described as a struggle for recognition and inclusion. The results are discussed with theoretical perspectives on school difficulties and special education. In the concluding discussion, it is argued that pupils with special educational needs have to balance between normality and deviance in school, but also between a pedagogical and a medical discourse by means of having a medical diagnosis in school.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

Bakalauro baigiamajame darbe nagrinėjama šeimos politika ir jos įgyvendinimo Lietuvoje vertinimas. Baigiamąjį darbą sudaro dvi dalys. Pirmoje dalyje nagrinėjama šeimos politika teoriniu aspektu. Apžvelgiami šeimos politikos principai tarptautiniuose dokumentuose ir šeimos politikos ypatumai įvairiose šalyse. Antroje baigiamojo darbo dalyje pristatomas Šeimos politikos ir jos įgyvendinimo Lietuvoje tyrimas. Pagrindinis tyrimo tikslas - išanalizuoti šeimos politiką ir jos įgyvendinimą Lietuvoje, remiantis Plungės rajono savivaldybės atveju. Tyrimo eigoje siekta nustatyti labiausiai vertinamas paramos šeimai formas, įvertinti finansinę paramą ir Plungės miesto organizacijų veiklą, įgyvendinant šeimos politiką. Tyrimo rezultatai rodo, kad gyventojai nėra patenkinti valstybės vykdoma veikla ir šeimos politikos įgyvendinimą vertina blogai. Daugumos gyventojų netenkina Plungės organizacijų veikla, įgyvendinant šeimos politiką. / Bachelor thesis examines family policy and its implementation in Lithuania rating. Thesis consists of two parts. The first part deals with theoretical aspects of family policy. A reviewing of the principles of international family policy and family policy features in different countries. In second part is presented family policies and their implementation in Lithuania investigation. The main purpose of investigation is to examine family policy and its implementation in Lithuania, using Plunge district municipality ase. During the investigation of the study was determined the most valued forms of family support, financial support and Plunge organizations actions in the implementation of family policy. The survey shows that people aren`t meet with states activities and family policies actions assess in bad way. Most people aren`t satisfy with Plunges organizations actions in the implementation of family policy.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>

The thesis deals with the role played by the teacher in the education of pupils growing up in conditions of social exclusion. The aim of the thesis is to understand the relationship between elementary school and the education of pupils with special educational needs. The author wants to find out how teachers cope with the requirements of inclusive education in their day-to-day practice. Another issue is whether pupils growing up in conditions of social exclusion have access to institutionalized help and what role play teachers in accessing this assistance. The author proceeds through qualitative research. The theoretical basis for research work is the concept of social exclusion and the concept of teacher role in the level of expectation, concept and performance. The thesis presents a legislative framework which formulates the state's current expectations towards schools in the education of pupils with specific educational needs. The text is also about how this legislative framework is reflected in the practice of elementary school and what is the impact on the teachers work in a particular class, with specific pupils.The author answers key research questions through the criteria for the distribution of support, the views of teachers and the method of their work. The author concludes that children growing...