bluuebunny/crossref_metadata_2025_split huggingface dataset:
Idiopathic intracranial hypertension: case report
Authors: Iacob G. , Marinescu Andreea 
Published: January 2016

Abstract
Idiopathic intracranial hypertension - IIH (synonymous old terms: benign intracranial hypertension - BIH, pseudotumor-cerebri - PTC) it’s a syndrome, related to elevated intracranial pressure, of unknown cause, sometimes cerebral emergency, occuring in all age groups, especially in children and young obese womans, in the absence of an underlying expansive intracranial lesion, despite extensive investigations. Although initial symptoms can resolve, IIH displays a high risk of recurrence several months or years later, even if initial symptoms resolved. Results: A 20-year-old male, obese since two years (body mass index 30, 9), was admitted for three months intense headache, vomiting, diplopia, progressive visual acuity loss. Neurologic examination confirmed diplopia by left abducens nerve palsy, papilledema right > left. At admission, cerebral CT scan and cerebral MRI with angio MRI 3DTOF and 2D venous TOF was normal. Despite treatment with acetazolamide (Diamox), corticosteroid, antidepressants (Amitriptyline), anticonvulsivants (Topiramate) three weeks later headache, diplopia persist and vision become worse, confirmed by visual field assessment, visual evoked potential (VEP). A cerebral arteriography demonstrate filling defect of the superior sagittal sinus in the 1/3 proximal part and very week filling of the transverse right sinus on venous time. Trombophylic profile has revealed a heterozygote V factor Leyden mutation, a homozygote MTHFR and PAI mutation justifying an anticoagulant treatment initiated to the patient. The MRI showed a superior sagittal sinus, right transverse and sigmoid sinus thrombosis, dilatation and buckling of the optic nerve sheaths with increased perineural fluid especially retrobulbar, discrete flattening of the posterior segment of the eyeballs, spinal MRI showed posterior epidural space with dilated venous branches, with mass effect on the spinal cord, that occurs pushed anterior on sagittal T1/T2 sequences cervical and thoracic. The opening pression of lumbar puncture, done with the patient in the lateral decubitus position, was 60 cm H2O, the cytochemical CSF study were normal. The patient was operated: a lombo-peritoneal with a variable pressure valve was inserted. Two months after the patient general condition improved: he was without headache, abducens palsy and the visual field assessment, ocular motility examination, ophthalmoscopy were normal. Conclusion: IHH is rare, variable in evolution, and in many cases it disappears on its own within 6 months without affecting life expectancy. Weight loss, fluid or salt restriction, in conjunction with medical treatment, angioplasty and venous stenting across the sinus stenosis under general anesthesia and surgical treatment (shunting, optic nerve sheath decompression and fenestration, gastric by-pass surgery) are treatment alternatives. Such disorder should be closed monitored because 10 to 25% of cases could be affected by recurrencies or by permanent vision loss to those patients with resistant papilledema despite treatment.
Teaching Staff Advanced Training in Russia, the Republic of Kazakhstan, the USA and Canada
Authors: Kovalchuk Vasyl 
Published: January 2016

Abstract In the article the peculiarities in organization of postgraduate teacher training in foreign countries have been highlighted; the basic problems and prospects for advanced training which stipulate for reforming the relevant national systems have been revealed; common and distinctive trends in their development have been justified. In Russia there is a cascade (cyclic) system of teaching staff advanced training, based on the principles of andragogy, namely, continuity, self-control and self-analysis of professional activities by teachers and the use of their own experience during the advanced training. The abovementioned system consists of three phases such as pre-course, course and implementing. Each element of this model is a constituent part of the other, providing cycling and growth. Tasks for teachers are grounded on all the phases of the described system and influence their professional development. In the Republic of Kazakhstan there are three basic systems for teaching staff advanced training, namely, centers of educational excellence at the “Nazarbayev Intellectual Schools”, JSC “National Centre of Teaching Staff Advanced Training” (based on RIPKSO and 16 regional teaching staff advanced training institutes), teaching staff advanced training centres at universities and experimental sections. According to the defined module in the terms of the complex 3-month courses combining face-to-face and online training are provided. In the USA advanced training is provided by multilevel higher educational institutions which offer a wide range of different full-time and distance training programs and some programs are taught directly in educational establishments. The content of advanced training is determined by standards of professional pedagogical education according to the educational program and provides for fundamental, psychological, pedagogical, methodical, IT, practical, social and humanitarian training. Teaching staff advanced training in Canada is provided by various educational establishments, departments of education, school boards, regional centers of education, teachers unions and private providers of professional development services.
Ideas on Moral and Civil Upbringing of Personality in Italian and Ukrainian Pedagogy During the Renaissance
Authors: Petruk Natalia 
Published: January 2016

Abstract Important aspects of moral and civic upbringing of personality based on studying the experience of humanist pedagogy establishment in the Italian Renaissance in XIV-XV centuries and the Ukrainian Renaissance in XVI-XVII centuries have been reviewed in the article. It has been found out that under the influence of Renaissance in XVI-XVII centuries Ukrainian pedagogy progressed not only in the Orthodox Christian paradigm of thinking, but was greatly enriched by the humanistic ideas of European origin as well and the matter of a person, a bright personality, endowed with unique personality traits, high ethical and Christian virtues, active and dynamic, was crucial for the forming of humanistic pedagogy. This resulted in increasing interest of Ukrainian philosophers to human problems, establishment of the value of personality, awareness of the importance of education and science in life. Intellect, education, moral virtues and work became the greatest personal qualities in works of Italian and Ukrainian humanists. Pedagogical culture during the Renaissance was also determined by ideas of civil humanism, need for patriotic education and personal action for the common good. Formation of civic sense and responsibility for own actions were of great importance.
Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA
Authors: Mukan Nataliya , Kravets Svitlana 
Published: January 2016

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.
Key Methodological Aspects of Translators’ Training in Ukraine and in the USA
Authors: Skyba Kateryna 
Published: January 2016

Abstract The diversity of international relations in the globalized world has influenced the role of a translator that is becoming more and more important. Translators’ training institutions today are to work out and to implement the best teaching methodology taking into consideration the new challenges of modern multinational and multicultural society. The thorough research of the experience in training translators and interpreters in the USA may help to find out new perspective methodological approaches to teaching and learning. This article reviews the variety of translator training programmes in Ukraine and in the USA and presents the analysis of the innovative teaching approaches that are currently popular in the education community. There exist different kinds of translators’ training degree programmes: short and long, full-time and part-time in Ukraine and in the USA. American universities and colleges provide not only academic programmes but also specific certificate programmes in translation and interpretation. The peculiarity of Ukrainian translators’ training programmes is that all these programmes are fully integrated into the university system. The approaches applied in the process of translators’ training in the American system of education are mostly new and oriented on the professional skills building. The following teaching approaches are currently used in the translators’ training process: profession-based, learner-centred, social constructivist and interdisciplinary. A social constructivist approach is more likely to be applied to translators’ training process in Ukraine under the modern conditions.
Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada
Authors: Lavrysh Yuliana 
Published: January 2016

Abstract The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.
Mechatronics Engineering Education in India
Authors: Bajpai Shrish , Khare Sushant 
Published: January 2016

Abstract Present paper aims to give an insight in the field of Mechatronics, specifically its standard of education in India. We have investigated this field right from its origin. We have analyzed how it expanded as a proper discipline of engineering and in which direction the development in this field is going now and, at the same time, its status of education in India and where we are in addressing the industry’s need both in terms of quality and quantity of students. We have also assessed why Mechatronics is an essential branch considering its multi-disciplinary nature. The pount is that it holds blatant importance for time to come. Life’s most complicated problems cannot be addressed by the knowledge of only one engineering science. In today’s world we need professionals who are “good jack(s) of all trades and master(s) of one” changing the old saying. For implementing this edited saying students will need to address real-world problems, so laboratory-based learning should be even more emphasized in this branch. Consequently, we have also looked on the laboratory works that are included in these courses, considering what aspects should be covered in them. Skillsets required by students such as implementation of hardware, coding, system modeling have been also discussed. Future prospects in this discipline have also been explored. The epilogue consists in recommendations to educational institutions based on our findings.
Undergraduate Courses in Linguistics at Universities of Great Britain
Authors: Komochkova Olga 
Published: January 2016

Abstract The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.
Interpretation Of “Equality Of Arms” In Jurisprudence Of AD Hoc Tribunals And ICC
Authors: Bužarovska Gordana 
Published: January 2016

Abstract
Principle of equality of arms is part of fair trial concept, which encompasses several guarantees linked to the defence opportunities during the criminal procedure. The accused person is entitled to a fair trial. Balance of rights between the parties is bedrock for procedural fairness and the judge has to perform his competence in providing all necessary preconditions as for the trial to be fair.
There are differences between interpretation and implementation of equality of arms in the jurisprudence of European court on human rights (ECtHR) and international criminal courts (ICTY, ICTR and ICC). Decisions of ECtHR are much more similar with domestic understanding of equality of arms as reasonable opportunity of the defence to present the case without disadvantages vis-à-vis the prosecutor, due to inherent inequity between the parties.
When analyzing proceeding before the ad hoc Tribunals, there is “more liberal interpretation” of this principle, which allowed the Prosecutor to invoke equality of arms, as well. ICTY Trial Chamber in Aleksovski case concluded that application of the concept of a fair trial in favor of both parties is understandable because the Prosecution acts on behalf of and in the interests of the international community, including the interests of the victims of the offence charged and also has held that it is difficult to see how a trial could ever be considered to be fair where the accused is favored at the expense of the Prosecution. This interpretation has been justified with dependence of the international Tribunals on state cooperation and due to the fact that international criminal courts have no autonomous enforcement agencies at their disposal. Fortunately, ICC Statute considered equality of arms as solely afforded to the defence, or to the Prosecutor on the behalf of accused.
From Magna Carta To The Contemporary System Of Financial Penalties In The Criminal Law
Authors: Deanoska – Trendafilova Aleksandra 
Published: January 2016

Abstract
Magna Carta Libertatum or the Great Charter of the Liberties is a historical document of great significance for the constitutional history and human rights and liberties development. Although at its initial version it addressed a limited number of liberties and principles, it represented a solid foundation for the evolution of the principles of the rule of law, right to justice, right to a fair trial, just and reasonable sentencing, limitation of powers, etc.
Namely, article 20 of the Charter states: A freeman shall not be amerced for a slight offense, except in accordance with the degree of the offense; and for a grave offense he shall be amerced in accordance with the gravity of the offense, yet saving always his “contenement”; and a merchant in the same way, saving his “merchandise”; and a villein shall be amerced in the same way, saving his “wainage” if they have fallen into our mercy: and none of the aforesaid amercements shall be imposed except by the oath of honest men of the neighborhood.

An analysis of this article undoubtedly leads us to the basic principles of the contemporary systems of fine, namely the daily-fine system introduced in the Macedonian Criminal Code in 2004 according to which the fine will be calculated and pronounced according to the gravity of the offence and the financial state and condition of the perpetrator. As one can notice, the gravity of the offence and the saving of the perpetrators “contenement” from the abovementioned article of the Great Charter refer to the aforesaid principles.
In this article, a comparison will be made on the meaning of the term “amercement” and its similarities and differences with the modern financial penalties and measures in the criminal law from comparative perspective, to find which one corresponds to the latter: fine, assets forfeiture or compensation of damages made with the criminal offence.
The Principle Of Justice In Magna Carta Libertatum And Its Influence On The Law In General
Authors: Zendeli Emine 
Published: January 2016

Abstract
This article aims to expound the principle of justice, as a fundamental value and as an immanent category of law, as well as one of the fundamental human rights, prescribed and guaranteed by a myriad of international instruments and documents. After a brief historical account, by focusing on Article 40 of the Magna Carta Libertatum, which states that: “To No One Will we Sell, To No One Will we refuse or delay, right or justice”, this article claims to show the importance of incorporation of this principle in the provisions of the Magna Carta and its impact on the development of theory and legislation in the past and present. Moreover, the article intends to explore the extent of influence that the priciple of justice has on the functioning of the law in general. Since justice implicates the permanent and constant will to render each person his due, and this achieved through equality, it results that justice means being equal. In this context, the article will explore the concept of equality as a precondition of justice, as well as the conditions and modalities for its implementation.
Having in mind that the principle of justice is closely linked to the principle of equity, because equity precedes justice, or more precisely, equity is considered a source of justice, this article seeks to articulate the essential distinctions between these two concepts by focusing on their methods, i.e. in their approach for putting the idea of equality into action.
Interrogations And The Right To Remain Silent - A Comparative Approach
Authors: Bilalli Arta 
Published: January 2016

Abstract
Interrogations are a very specific component of any criminal investigation. The answers gained through interrogative process provides information that are considered as direct evidences. In contemporary criminal procedure, the court is not absolved from gaining other evidences, even in cases when the defendant confesses his/her guiltiness. This is a mechanism for excluding the inquisitorial approach for extracting compulsory confessions. The modern procedure uses a variety of mechanisms to guarantee that the defendant will not be compelled to confess guilt.
Those mechanisms are part of most important international conventions as International Convention for Civil and Political Rights, the European Convention on Human Rights, the American Convention on Human Rights, the Statutes of International Tribunals (i.e. International Tribunal for ex-Yugoslavia, International Tribunal for Rwanda) and part of different constitutional and legal acts of modern states.
A very interesting “highlight” remains the right to silence which guarantees that the defendant might remain silent and it will not be interpreted against him. The defendant, even in cases with direct evidences, can remain silent and cannot be forced to answer given questions.
Another “highlight” is that one that appears from the privilege against self-incrimination that allows the defendant to not answer a question, if by answering, he/she may confess guilt or incriminate him/herself. How deep is this privilege? Are there, maybe questions, that he/she are obliged to answer (i.e. disclosure of identity?)
The article will focus in interrogations and the right to silence by most important international acts and domestic acts of different countries (USA, France, Germany, Albania, Kosovo, Macedonia) and upcoming specifics in the relation interrogations vs. remaining silent.
Magna Carta And The Roman Law Tradition
Authors: Mehmeti Sami 
Published: January 2016

Abstract
Magna Carta is one of the most important illustrations of the exceptionalism of English common law. Within a completely feudal framework it gave the clearest possible articulation to the concept of the rule of law and at the same time it also showed that there were certain basic rights which every freeman enjoyed without any specific conferment by the king. From English perspective, continental European law after the process of the reception of Roman law was commonly regarded to be apart and different from the English legal tradition, as well as being perceived to pose a continual threat. The English Parliament constantly turned down royal attempts to emulate the continental reception of Roman law by characterizing it as something entirely foreign to English law. Roman law was supposed to promote an authoritarian and absolutist vision of the relationship between rule and subjection and this was expressed in the famous phrases 'princeps legibus solutus' and 'quod principi placuit legis habet vigorem'. Roman law was also anti-feudal, because one of its main principles that all power originated from one central source was the antithesis of the distribution of power over multiple centers, which was a crucial element of the feudal society. Many English historians have held the view that the English law is democratic, whereas the continental tradition is undemocratic and authoritarian, and this is why the Roman law succeeded on the Continent and failed in England.