Development in harmony with nature is a fundamental social paradigm, the realisation of which depends on fulfilment of basic conditions, namely preservation and restoration of the the natural environment as well as ensuring the ecologically safe functioning of ecosystems. There is a need to find a compromise between the social and economic needs of mankind and the potential of the biosphere to satisfy them. At the present stage of development of society, the tools based on economic interest are the most efficient for the effective use, preservation and restoration of ecosystem functions. The economic contributions of ecosystems are not fully taken into account in the modern economy. This is largely explained by the lack of a coherent scientific approach to defining their nature and lack of methodological tools for their economic evaluation. In this regard, the need arises for undertaking appropriate scientific research and the inclusion of ecosystem services in the activities of business entities. The concept of ecosystem services is based on the need for co-evolutionary development of environmental and economic components. There is no single approach to implementing the concept of ecosystem services that would meet the environmental conditions of every geographical site. Generalisation and systematisation of the provisions of the concept of ecosystem services, verification of the basic mechanisms and their adaptation to the legal and regulatory framework in Ukraine, examination of the conditions of ecosystems and their economic value are necessary for the implementation of the ecosystem approach in the sectors of the Ukrainian economy. The objective of the study is to characterise the progress of development and implementation of the concept of ecosystem services in Ukraine; to define and characterise the ecosystems in Ukraine that are particularly important for the provision of ecosystem services. Scientific principles and consistent patterns in the field of ecology, geography and landscape science provided the methodological basis of the study, which was based on a systematic approach. The cartographic method (based on GIS-technologies), the method of expert estimations and the statistical method were used. ArcGis and Mapinfo Professional software products as well as Google satellite images and electronic vector layers of a topographic map of Ukraine with a scale of 1:200,000 were used to calculate the area of ecosystems within landscapes and create cartographic material. Statistical and cartographic materials, reports from research institutions, regulatory and reference materials, scientific papers written by domestic and foreign scholars provided the information basis of the study. Scientific papers on the classification of ecosystems, ecosystem services and the implementation of the concept of ecosystem services in Ukraine have been analysed. The categories, size and area of ecosystems in Ukraine that are of particular importance for the provision of ecosystem services have been defined, their ecological condition has been assessed and the prevailing ecosystem services have been identified.

The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

The article deals with the issue of developing the secondary (Englishspeaking) language personality of English-major Ukrainian university students who have chosen the professions of teachers of English, translators, and interpreters. Only the development of such a personality, consisting of the language, communicative, and cultural constituents, can provide for learners' achievement of the native-like proficiency in all aspects of communication in English, that proficiency being the goal of learning English for English-major students. The paper analyzes the essence of the notion "secondary language personality," the constituent parts of that personality, and the components of its leading, cultural, constituent that includes communicative etiquettes and communicative behavioral patterns different for different (national) speech communities. The characteristics of communicative etiquettes and communicative behavioral patterns are also analyzed in

Ukraine, as a state striving to join on the parity basis the international community of developed and democratic countries, lacks some important prerequisites for achieving this goal. Besides several economic and political factors making obstacles for the desired achievement, of no lesser importance are the humanitarian factors, such as the monolingualism and monoculturalism of a substantial part of Ukrainian population. They preclude unimpeded mutual understanding and mutual acceptance, as well as free unimpeded contacts, between many Ukrainian citizens and their European counterparts. In this aspect, the solution for Ukraine can be found in sustained foreign language lingua-cultural education of the broadest strata of Ukrainian population that could open for the people a way out in what concerns their ability to communicate freely and fluently all through the Western European space sharing with the people living there not only the language of international communication but also the cultural approaches and beliefs. The article discusses the ways of developing such sustained (life-long) English lingua-cultural education for the young generation of new Ukraine. It analyzes the section of that education to be implemented at Ukrainian nonlinguistic tertiary schools with the aim of designing its efficient model.