(Re)inventing the past: the politics of 'national' history in the Ukrainian classroom

This article examines how the Ukrainian state has used, and continues to use, history to forge collective identities in Ukraine. It assesses how history textbooks are utilised by the state as ‘tools’ to introduce schoolchildren to key historical episodes around which a modern Ukrainian national identity can be shaped. Attempts to ‘historicise’ Ukrainian national identity must answer fundamental questions such as: Who are we? Where have we come from? Where are we going? Who are we not? The final question is vital in understanding ‘who we are’ in comparison to the ‘other’. Thus, emphasis is placed on how the Ukrainian state is attempting to form an all-encompassing Ukrainian identity by distancing itself from Russia. The article argues that while a ‘national’ history is being espoused, a ‘regional politics of the textbook’ is subtly being allowed by the state to develop. This stands at odds with state attempts to create one universal, all-encompassing Ukrainian history.

The Ukrainian presidential elections of 2010

Ukrainians went to the polls in 2010 to elect a president for the fifth time since independence from the Soviet Union in 1991, electing Viktor Yanukovych with a narrow majority over Yulia Tymoshenko in the second round run-off on 7 February. This article provides a contextual introduction to the 2010 presidential election, an analysis of the campaign and the results and concludes with a discussion of post-election coalition building and what the election means for the consolidation of Ukrainian democracy and Ukraine’s European integration process.

Remembrance of things past:the lingering impact of history on contemporary Polish-Ukrainian relations

This article investigates the continuing influence of the past on contemporary politics in Poland and Ukraine by examining the impact of the vocal 'informed' segment of public opinion on mutual relations between the two countries. The section 'What history?' examines the question of exactly what understanding of history matters so much in Polish-Ukrainian relations. The following sections examine how history influences the present, what are the contours of public opinion on Polish-Ukrainian relations within each state, and what is the impact of shared history on the contemporary politics of Polish-Ukrainian relations. Finally, the article suggests a potentially generaliseable hypothesis for future research.

Popular politics and the Ukrainian presidential elections of 2005

Ukraine's Orange Revolution in 2004 upset the consensus amongst political scientists about Ukrainian voter behaviour, challenging the notion of voter passivity. Careful pre-election planning that anticipated falsification of the ballot brought protesters to Kyiv rapidly. Sustained and overwhelming pressure from protesters eventually forced through constitutional and electoral reforms that led to the democratic resolution of the crisis.

The Principles of Creation of Teaching Materials and Organization of Ukrainian Language Learning Process using Distance Support in Senior Classes

The article deals with the topicality and problems of using information and communication technologies in secondary education, conditions and methods for Ukrainian language learning with the distance support in senior classes. The article shows the principal similarity of distance learning to training one. The common and specific principles of creation of teaching materials for a distance learning course are described. It reveals the conditions of effective organization of Ukrainian language learning with distance support on the material of distance course “Business Ukrainian and Culture of Communication”.

SCIT — Ukrainian Supercomputer Project

The paper describes a first supercomputer cluster project in Ukraine, its hardware, software and characteristics. The paper shows the performance results received on systems that were built. There are also shortly described software packages made by cluster users that have already made a return of investments into a cluster project.

A Digital Library of Folklore Songs and Keyword-Based Search Engine

ACM Computing Classification System (1998): H3.3, H.5.5, J5.

Linguistic Corpora as International Cultural Heritage: The Corpus of Bulgarian and Ukrainian Parallel Texts

The paper relates about our ongoing work on the creation of a corpus of Bulgarian and Ukrainian parallel texts. We discuss some differences in the approaches and the interpretation of some concepts, as well as various problems associated with the construction of our corpus, in particular the occasional ‘nonparallelism’ of original and translated texts. We give examples of the application of the parallel corpus for the study of lexical semantics and note the outstanding role of the corpus in the lexicographic description of Ukrainian and Bulgarian translation equivalents. We draw attention to the importance of creating parallel corpora as objects of national as well as global cultural heritage.

Designed for Patience. The Significance of International Factors in the Ukrainian and Belarusian Transitions

This paper focuses on Belarus in order to find explanation as to why could Lukashenko remain the authoritarian leader of Belarus, while in Ukraine the position of the political elite had proved less stable and collapsed in 2004. We seek to determine whether the internal factors (macroeconomic conditions, standard of living, the oppressive nature of the political system) play a significant role in the operation of the domino effect. This article emphasises the determining role of immanent internal factors, thus the political stability in Belarus can be explained by the role of the suppressing political regime, the hindrance of democratic rights and the relatively good living conditions that followed the transformational recession. Whilst in Ukraine, the markedly different circumstances brought forth the success of the Orange Revolution.

The Socioeconomic Background of the Divergence of Belarusian and Ukrainian Political Systems

The aim of this paper is to analyze the political, social and economic background of the divergence of Belarusian and Ukrainian transitions. We focus on Belarus in order to find explanation for questions such as why could Lukashenko remain the authoritarian leader of Belarus, while in Ukraine the position of the political elite had proved less stable and collapsed in 2004. On the theoretical framework of elite-sociology, we seek to determine whether the internal factors (as macroeconomic conditions, standard of living, the oppressive nature of the political system and the structure of the political elite) play a significant role in the operation of the domino effect. This article emphasises the determining role of immanent internal factors, thus the political stability in Belarus can be explained by the role of the suppressing political regime, the hindrance of democratic rights and the relatively good living conditions that followed the transformational recession. Whilst in Ukraine, the markedly different circumstances brought forth the success of the Orange Revolution.

Establishing a baseline of psychometric estimates of measurement of intercultural competence of Ukrainian faculty: Setting the stage for domestic and global intercultural understanding

Post-Soviet Ukraine is in a time of upheaval and transition. Internal relations between pro-Western and pro-Russian supporters have deteriorated in the light of recent political events of Euro Revolution, Russia's occupation of the Crimean peninsula, and the militant confrontations in the southeastern regions of the country. In the light of these developments, intercultural competence is greatly needed to alleviate domestic tensions and enable effective intercultural communication with the representatives of different cultures within the country and beyond its borders.^ This study established a baseline of psychometric estimates of intercultural competence of Ukrainian higher education faculty. A sample of 276 professors of different academic majors from one university in Western Ukraine participated in the research. The Global Perspective Inventory (GPI; Merrill, Braskamp, & Braskamp, 2012) was chosen as a research instrument to measure intercultural competence of the faculty members. The GPI takes into account cognitive, intrapersonal, and interpersonal domains, each of which contains two scales reflective of theories of cultural development and intercultural communication – Cognitive-Knowing, Cognitive-Knowledge, Intrapersonal-Identity, Intrapersonal-Affect, Interpersonal-Social Responsibility, and Interpersonal-Social Interaction. Because the research instrument has neither been previously used as a measure of intercultural competence, nor administered in Ukraine, it was cross-validated using a Table of Specification (Newman, Lim, & Pineda, 2013) and two sets of factor analyses. As a result, a modified version of the GPI was created for use in Ukraine.^ Multiple linear regression analyses were used to test relationships between the participants' GPI scores on intercultural competence, and several independent variables that consisted of academic discipline, intercultural experience, and how long the participants taught at the university. The analyses determined a positive relationship between the scores on three out of six scales of the original version and two out of five scales of the modified version of the GPI and all the independent variables simultaneously. The relationship between the faculty responses on the six scales of both GPI versions and the independent variables controlling for each other produced mixed results. A unique role of intercultural professional development in predicting intercultural competence was discussed.^

Establishing a Baseline Measurement of Intercultural Competence of Ukrainian Faculty: Setting the Stage for Domestic and Global Intercultural Understanding

Post-Soviet Ukraine is in a time of upheaval and transition. Internal relations between pro-Western and pro-Russian supporters have deteriorated in the light of recent political events of Euro Revolution, Russia’s occupation of the Crimean peninsula, and the militant confrontations in the southeastern regions of the country. In the light of these developments, intercultural competence is greatly needed to alleviate domestic tensions and enable effective intercultural communication with the representatives of different cultures within the country and beyond its borders. This study established a baseline of psychometric estimates of intercultural competence of Ukrainian higher education faculty. A sample of 276 professors of different academic majors from one university in Western Ukraine participated in the research. The Global Perspective Inventory (GPI; Merrill, Braskamp, & Braskamp, 2012) was chosen as a research instrument to measure intercultural competence of the faculty members. The GPI takes into account cognitive, intrapersonal, and interpersonal domains, each of which contains two scales reflective of theories of cultural development and intercultural communication – Cognitive-Knowing, Cognitive-Knowledge, Intrapersonal-Identity, Intrapersonal-Affect, Interpersonal-Social Responsibility, and Interpersonal-Social Interaction. Because the research instrument has neither been previously used as a measure of intercultural competence, nor administered in Ukraine, it was cross-validated using a Table of Specification (Newman, Lim, & Pineda, 2013) and two sets of factor analyses. As a result, a modified version of the GPI was created for use in Ukraine. Multiple linear regression analyses were used to test relationships between the participants’ GPI scores on intercultural competence, and several independent variables that consisted of academic discipline, intercultural experience, and how long the participants taught at the university. The analyses determined a positive relationship between the scores on three out of six scales of the original version and two out of five scales of the modified version of the GPI and all the independent variables simultaneously. The relationship between the faculty responses on the six scales of both GPI versions and the independent variables controlling for each other produced mixed results. A unique role of intercultural professional development in predicting intercultural competence was discussed.