Anotation Pohotovostní prapory SNB v nasazení proti banderovcům The thesis focuses on the creation and campaign of special forces of Sbor národní bezpečnosti against Ukrainina Insurgent Army which invaded the territory of Czechoslovakia in the period from May to October 1947 and further to April 1948. The offers a compact view on the largest military operation of Czechoslovakia in scale since the Second World War, including armaments, equipment and tactic. In addition, the political aspect of the campaign and the political involvement of the SNB commanders with respect to the events of February 1948 are examined. Furthermore, the creation and activities of Organisation of Ukrainian Nationalists and Ukrainian Insurgent Army are covered. The thesis encompasses materials from Archive of the Museum of the Police of the Czech Republic at Praha Na Karlově and Archive of the Security Corpses.

Ukrainian state lacks an effective historical memory policy. For this reason, the Ukrainian nation- building project lacks ideological capabilities to consolidate Ukrainian society. The dilemma regarding the national myths is the main challenge of the Ukrainian nation-building project. The dilemma emerged in choosing between the myth of the national liberation struggle of the Ukrainian Insurgent Army (UPA) and the myth of the Great Patriotic War. Both myths are struggling for an important place in the pantheon of Ukrainian history, but fisrt of all for a recognition of Ukrainian society. This resulted in the creation of conflicting historical identities. Ukrainian elite have long time speculated on the differences in the historical identity, which largely contributed to social fragmentation. This thesis describes how national myths interact with nation-building project and also analyzes the content of the most crucial interpretations of the historical myths.

Using local primary sources, this work answers two questions. Firstly, is there a transnational political connection, reflected ideologically or materially, between the readership of Robitnytsia in Winnipeg and the Soviet Union in 1928? Secondly, what are the interests of the readership of Robitnytsia, as reflected in the Letters section? The answers to these questions are relevant to social historians because their focus is on content generated by the female readership of the journal, not the content generated by the male activists and political leaders who both contributed to and edited it. This work also highlights the value of Robitnytsia as a historical source of Canada, labour, gender, women's, and transnational 1 2 3 Ivan Avakumovic, The Communist Party in Canada: A History (Toronto, 1975), 7. Avakumovic, The Communist Party in Canada [...], 7. Avakumovic, The Communist Party in Canada [...], 9. histories; one that has been under-utilized to date and is readily available to researchers in Winnipeg and other cities across Canada. To evaluate and provide an analysis of Robitnytsia as a source of primary evidence, a brief introduction to the ULFTA, Robitnytsia, and the Soviet Cultural Revolution is helpful to the reader. After addressing the relevant historiography, the three chapters that follow provide analysis and the relevant context for the source work, including photographs and illustrations from the journal. Photographs featured on the covers of Robitnytsia provide insight into the imagery of the journal, as well as to the rhetoric associated with well-known images and icons within the working class Ukrainian community in Winnipeg. Discovering the answer to the second question posed in this work was straightforward, as the priorities and interests of the working women in Winnipeg were highly localized and specific, including recognizable and accessible priorities to even those readers who are not familiar with the work of the ULFTA. These interests included basic literacy, education, labour organization, and participation in political and social activities. The evidence regarding a transnational link to the Soviet Union, the first question of this work, was even more clear: at the grassroots level, there was no such transnational link between the Ukrainian Left in Winnipeg and the Soviet Union in 1928. / October 2016

The remittances or money transfers sent by migrants to the country of origin are considered to be one of the welfare channels with potential to influence macroeconomics indicators. The aim of this thesis is to analyse migration and remittance behaviour of Ukrainian migrants in the context of the EU. Study is based on the questionnaire survey inspired by the similar projects in the Latin America and Mexico. Contribution of the thesis lies in the detailed analysis of the topic that separates different forms of remittances. The econometric model consists of statistical summary of the data and three hypotheses tests focusing on the probability and amount remitted; consumption behaviour and probability of getting skilled position. According to findings, probability and amount remitted is determined by demographic factors and direction of effects differs in the case of regularly and one- time payments. Altruism and business financing are primary motives to remit. Remittances appear to be transferred by informal channels into the productive forms of consumption. A procurement of skilled position is positively influenced by human capital factors but also reflects labour market situation in the destination country. JEL Classification C31,C35,C51,C52, C83, E21, E27, F24, F22, J15, J24, J61, Y10 Keywords...

This thesis examines the acculturation process of women immigrant to Czech cultural environment. Acculturation can be defined as adaptation to cultural environment other than the individual was born in. Just like the other phases of international migration, this process is gendered, i.e. influenced by roles, norms and patterns of behavior assigned to women and men by society. Experts have shown that women experience acculturation differently than men. Due to their reproductive role they are considered to be carriers and protectors of immigrant groups' cultural identity and are expected to transmit cultural values to the future generations. The acculturation process' assessment was based on theory of stress and coping. For qualitative research, two groups of immigrant women, from Ukraine and Arab countries, were selected. The main objective of this work was to determine whether the respondents from these countries were experiencing acculturative stress during their adaptation to new cultural environments, how they coped with this stress and also what influenced their acculturation in Czech environment. Semi-structured interviews were conducted with the respondents and were evaluated using qualitative content analysis. Keywords: acculturation, culture, gender, Ukrainian women, women from Arab countries

Russian literature is traditionally regarded as one that served a model and guide for Chinese intellectuals in developing their national literature. It is also recognized that Eastern European literatures drew much attention of Chinese intellectuals in their quest for national identity and modernization. This thesis is aimed at providing a more detailed look at the Chinese- Slavic literary discourse of the 1920’s, focusing on Russian literature as a recognized literary “authority” of the time, and Ukrainian literature as an example of a literature of an oppressed nation, which went under both Russian and Eastern European “labels” at the time. I argue that challenged by a deep social and political crisis, Chinese intellectuals were compelled to develop a unique form of national identity, basing it on two usually mutually exclusive forms of nationalism, which manifested itself in the literary works of the period.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-26T13:54:27Z No. of bitstreams: 1 Anderson Prado_.pdf: 4318088 bytes, checksum: 2e32556ea8acb68240552a2d412ddc41 (MD5) / Made available in DSpace on 2017-06-26T13:54:27Z (GMT). No. of bitstreams: 1 Anderson Prado_.pdf: 4318088 bytes, checksum: 2e32556ea8acb68240552a2d412ddc41 (MD5) Previous issue date: 2017-04-11 / Nenhuma / Este trabalho tem a intenção de trazer à analise um evento ocorrido na Ucrânia Soviética no inicio da década de 1930. O Holodomor, que na tradução literal significa “morte pela fome”, resultou na morte de milhões de pessoas na Ucrânia sob a égide do governo stalinista entre 1932 e 1933. Para tal estudo, utilizaremos aportes teóricos da história e imprensa, história e memória e da história oral, tendo como fonte o Jornal Prácia, um periódico fundado em 1912, na comunidade ucraniana da região centro sul do estado do Paraná, Prudentópolis. Esta tese também tem a intenção de compreender como essas informações trazidas pelo jornal eram percebidas e assimiladas pelos imigrantes ucranianos que viviam no Brasil e de que forma a tragédia ocorrida em sua terra de origem foi reelaborada na memória desses imigrantes. / This work has the pretension of bringing to the analysis an event occurred in Soviet Ukraine in the early 1930s. The Holodomor, which in the literal translation means "death by hunger”, resulted in the death of millions of people in Ukraine under the aegis of the Stalinist government between 1932 and 1933. For this study, we will use theoretical contributions from history and the press, history and memory and oral history, from the newspaper Prácia, a newspaper founded in 1912 in the Ukrainian community of the south central region of the state of Paraná, Prudentópolis. This thesis also intends to understand how this information brought by the newspaper was perceived and assimilated by the Ukrainian immigrants who lived in Brazil and how the tragedy occurred in their homeland was reworked in the memory of these immigrants.

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

Thesis (M.A.)--University of Alberta, 2000. / Includes bibliographical references.