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Being popular world-wide, virtual laboratories enter into different fields of education and research and practitioners have to be responsible for choosing the most suitable and then adapt them to particular field. The aim of the present work was to assess the effectivity of the implementation of Praxilab, Labster, and LabXchange virtual laboratories as the powerful digital tool into teaching protocols of “Clinical and laboratory diagnostics” discipline for physical therapists and rehabilitologist. We have carried out the online survey for 45 students enrolled in physical rehabilitation degree program. About 70\% surveyed students reported that implementation of virtual laboratories in “Clinical and laboratory diagnostics” discipline met individual learning needs of students, helped acquired digital skills (25\%), and supported them to stay ahead of the curve. The virtual lab applications, not only assisted harness students fair against lack of practical skills, but also brought about a new dimension to the classes and helped overcome digital alienation and gain their digital skills and abilities. Indeed, a virtual lab can’t completely replace the experimental work and teacher’s explanation, but it might support teaching activities of a modern mentor and learning activities of a modern student. Almost all of surveyed students (82\%) expected that in near future the virtual laboratories would take the dominant place in the education market due to possibility of students’ pre-train the key points of practical activities before real experiments in lab and better understand their theoretical backgrounds. Thus, this study is intended to contribute to utilization of virtual labs by students enrolled in study physical therapy/physical rehabilitation with expected efficiency.

Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.

Biofouling causes massive economical losses in the maritime sector creating an urgent need for effective and ecologically non-harmful antifouling materials. Zinc oxide (ZnO) nanorod coatings show promise as an antifouling material; however, the toxicity of ZnO nanorods to marine organisms is not known. We compared the toxicity of suspended ZnO nanorods (NR) with that of ZnO nanoparticles (NP) and ionic Zn2+ in amarine bivalve Mytilus edulis exposed for two weeks to 10 or 100 mu g Zn L-1 of ZnO NPs, NRs or Zn2+, or to immobilized NRs. The multi-biomarker assessment included bioenergetics markers (tissue energy reserves, activity ofmitochondrial electron transport system and autophagic enzymes), expression of apoptotic and inflammatory genes, and general stress biomarkers (oxidative lesions, lysosomalmembrane stability and metallothionein expression). Exposure to ZnO NPs, NRs and Zn2+ caused accumulation of oxidative lesions in proteins and lipids, stimulated autophagy, and led to lysosomal membrane destabilization indicating toxicity. However, these responses were not specific for the form of Zn (NPs, NR or Zn2+) and showed no monotonous increase with increasing Zn concentrations in the experimental exposures. No major disturbance of the energy status was found in the mussels exposed to ZnO NPs, NRs, or Zn2+. Exposure to ZnO NPs and NRs led to a strong induction of apoptosis- and inflammation-related genes, which was not seen in Zn2+ exposures. Based on the integrated biomarker response, the overall toxicity as well as the pro-apoptotic and pro-inflammatory action was stronger in ZnO NPs compared with the NRs. Given the stability of ZnO NR coatings and the relatively low toxicity of suspended ZnO NR, ZnO NR coating might be considered a promising low-toxicity material for antifouling paints., QC 20200331

The article substantiates the technology of forming media literacy of senior preschool children in the establishments of preschool education of Ukraine.The features of preschool media education have been determined. Its relevance has been shown. The focus is on conducting the all-Ukrainian experiment on media education for 2017–2022.The problems in implementation of media education in preschool establishments have been identified and the prospects for their solution have been determined. The psychological factors of forming media literacy of children of the senior preschool age have been highlighted. It has been proved that preschool age is sensitive for the formation of critical thinking. The concept of “preschool media education” as part of the educational process has been characterized by the three-component structure.The peculiarities of conducting ascertaining and forming experiments in the establishments of preschool education of Ternopil, Khmelnytskyi have been shown. The expediency of media education for educators of the establishments of preschool education of Ukraine has been proved.

The article substantiates the relevance of implementing the technology of formation of a successful personality of a primary school age pupil during media education implementation at primary school. A technology model is developed. The necessity of solving problems of success simultaneously with increasing the level of media culture of a pupil, the formation of key competencies for life, preparation of a child for the life’s self-realization on the basis of the partnership implementation of schoolchildren, parents and teachers is proved. The need of the embodiment of the pedagogy of heart and the pedagogy of success is shown. The diagnostic toolkit for determining the levels of formation of the successful personality of primary school pupils is specified. The effective forms and methods of the schoolchildren education are substantiated: the creation of electronic books, projects “Rules of Success Achievement”, “Stories of Success”, watching movies about successful people with special needs, analysis of media products on the topic of success. The ways of educating parents about the problems of children’s success are determined. The results of experimental research are analyzed. The necessity of improving the content of textbooks in the context of achieving success, increasing interest to children’s periodicals is revealed. The formation of a successful pupil is considered as one of the ways to strengthen the Ukrainian state. The necessity of raising the authority of the teaching profession is proved.