In response to a conditioning stress, the expression of a set of molecular chaperones called heat shock proteins is increased. In neurons, stress-induced and constitutively expressed molecular chaperones protect against damage induced by ischemia and neurodegenerative diseases, however the molecular basis of this protection is not known. Here we have investigated the crosstalk between stress-induced chaperones and cysteine string protein (CSPα). CSPα is a constitutively expressed synaptic vesicle protein bearing a J domain and a cysteine rich “string” region that has been implicated in the long term functional integrity of synaptic transmission and the defense against neurodegeneration. We have shown previously that the CSPα chaperone complex increases isoproterenol-mediated signaling by stimulating GDP/GTP exchange of Gαs. In this report we demonstrate that in response to heat shock or treatment with the Hsp90 inhibitor geldanamycin, the J protein Hsp40 becomes a major component of the CSPα complex. Association of Hsp40 with CSPα decreases CSPα-CSPα dimerization and enhances the CSPα-induced increase in steady state GTP hydrolysis of Gαs. This newly identified CSPα-Hsp40 association reveals a previously undescribed coupling of J proteins. In view of the crucial importance of stress-induced chaperones in the protection against cell death, our data attribute a role for Hsp40 crosstalk with CSPα in neuroprotection.

The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.

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Web 3.0 creates the potential for implementation of new teaching strategies and new forms of teachers' professional pedagogical activities. Today, it is possible to assume the trends of Web 3.0 development. Most of these trends have been already revealed in the analysis of the current state of modern network technologies. New educational practices require both awareness of new opportunities in networking and acceptance and understanding of new educational strategies of learners. The chapter describes a concept of teachers' professional goals transformation in terms of Web 3.0, stressing movement towards learners' needs. The first pedagogical objective is to design the information educational environment. The second objective is to perceive a student via the informational environment. The third objective is to interact with other members of the informational environment. The fourth objective is to arrange the learning process. The fifth objective is to ensure professional self-development.