Abstract— The growing worldwide production of synthetic plastics leads to increased amounts of plastic pollution. Even though microbial degradation of plastics is known to be a very slow process, this capacity has been found in many bacteria, including invertebrate symbionts, and microscopic fungi. Research in this field has been mostly focused on microbial degradation of polyethylene, polystyrene, and polyethylene terephthalate (PET). Quite an arsenal of different methods is available today for detecting processes of plastic degradation and measuring their rates. Given the lack of generally accepted protocols, it is difficult to compare results presented by different authors. PET degradation by recombinant hydrolases from thermophilic actinobacteria happens to be the most efficient among the currently known plastic degradation processes. Various approaches to accelerating microbial plastic degradation are also discussed.

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The revealed decrease in CRA and SPCA blood flow indices proves retinal and choroidal circulation deficit in patients with advanced RP. As shown, moderate blood flow changes are already present in early RP and progress as retinal photoreceptors and bipolar cells become suppressed, which may be useful for RP diagnosis and monitoring.

The paper presents outcomes of a study on the features of social and communicative competence in joint activities in children aged 7—8 years with developmental delays.In our study, the children displayed reduced ability to negotiate, to distribute actions, to adhere to the plan, to resolve conflicts.We outline the principles of designing the educational environment for children with developmental delays within comprehensive schools in accordance with the specifics of the children’s socio-communicative competence and with a focus on the tasks set by the Federal State Education Standard of Primary Education for Students with Disabilities.Specially organised conditions as a system of specific measures ensuring the dynamics, integrity, technological effectiveness and productivity of socio-communicative competence development in children with developmental delays include the following: promoting development through a specially designed learning environment; arranging activities based on collaboration in pairs and small groups; monitoring, supporting and assessing communicative knowledge, skills and personal traits in children.