Course Of Development Research Articles

Impact of professional dance training on characteristics of postural sway.

The stability of human upright posture determines the range and dynamics of movements performed. Consequently, the repertoire and quality of the movements performed by a dancer are mainly determined by the efficiency of postural control. This is of particular importance in professional dance training that should focus on shaping optimal movement‑posture interaction. To get a deeper insight into this problem, the impact of the training on postural sway characteristics during quiet stance was analyzed in 16 female students in the seventh grade of a ballet school and compared with the size‑ and age‑matched group of secondary school students. Center of pressure trajectories were recorded for 25.6 s while standing quiet with eyes open (EO) and then with eyes closed (EC). The assessment of postural control was based on novel normalized sway parameters including sway vector (SV), sway anteroposterior (AP) and mediolateral (ML) directional indices (DIAP and DIML), and sway ratios (SRAP and SRML). The results document a significant contribution of vision to postural stability control in ballet students, which seems to compensate for training‑related changes in joint mobility and altered activity ranges of the legs' muscles. In the control group standing with EC, SV amplitude increased only by 18% whereas in the ballet students tested in the same conditions, the increase exceeded 72%. Under full control of standing posture (EO test), the training‑related increase of leg muscle forces allows dancers to maintain balance with lesser effort as documented here by 21% reduced SRAP. Additionally, the dancers while tested with their EC exhibited a 12% increase in the anteroposterior sway with a concomitant reduction of the mediolateral sway. The resulting changes in the postural control asymmetry were documented by both DIAP/DIML and SV azimuth. In conclusion, our novel analysis of postural sway seems a useful tool in monitoring the effects of training as well as the proper course of postural control development in children and adolescents.

Creative dance – practising and improving … what? A study in physical education teacher education

Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.

Self-determination and intention to adopt massive open online courses (MOOC) for professional development

Motivations have shown great influences in people’s acceptance of technologies, this can be concluded from previous research in the field of technology acceptance. This study investigates the relationship between the Self-Determination Theory of Motivation and the Technology Acceptance Model (TAM) and confirms a significant relationship across most of the variables in the theories. The study offered an expanded Technology acceptance model (TAM) in the context of a massive open online course (MOOC), based on self-determination theory (SDT). By investigating the effect of autonomy, competence and relatedness on perceived usefulness, perceived ease of use and attitudes. The findings show a statistically significant positive relationship between perceived ease of use, perceived usefulness and attitudes. Results indicate that autonomy and relatedness have a statistically significant positive influence on attuited but the influence of competence was not statistically significant. Moreover, results show a statistically significant influence of autonomy and relatedness influence on perceived ease of use but the influence of competence was not statistically significant. Also, results show a statistically significant relationship between autonomy, and competence but not statistically significant for relatedness.

Teamwork Conflict Management Training and Conflict Resolution Practice via Large Language Models

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns.

The Evolution Mechanism of Correctness for Cyber-Physical System

Cyber-physical Systems (CPS) are widely used in all areas of life. Ensuring the correctness of CPS remains an enduring challenge during its development and design phases. One approach to ascertain the correctness of CPS is behavior equivalence based on bisimulation. However, whether the implementation development process develops in the right direction has an important impact on obtaining the correct system implementation. Especially, the development process of complex CPS often yields a multitude of implementation versions, the correlation among these versions partly signifies the correctness of the development process. This paper formalizes the relationship between the implementation versions and establishes a formal description of the development process progressing in the correct direction, leveraging the concept of a “limit idea.” Initially, we introduce the concept of “limit bisimulation” for CPS systems to delineate implementations acquired during the CPS development process. Specific limit bisimulations are demonstrated to represent distinct scenarios within the development process. Subsequently, the convergence mechanism of implementations is modeled through bisimulation limits, encapsulating the CPS’s specification as the ultimate goal of obtained implementations during the development process. Finally, the congruence property of the bisimulation limit is proved, which accounts for the relation between specification and implementation versions can be decomposed into a refinement hierarchy. The limit theorem of bisimulation in CPS can help the designer and developer of CPS to comprehend the development course better.

Predictors of reading comprehension and profiling of poor readers in Croatian: educational and clinical perspectives.

Reading is an important academic skill. Children who exhibit reading difficulties are more likely to experience various negative professional and personal consequences. To successfully identify children with reading problems as early as possible, one must first understand how reading skills can be mastered, as well as the course of reading development in children with typical reading skills from the beginning of their formal reading instruction. Thus, the purpose of this study was to determine the influence of decoding and language comprehension on reading comprehension ability. In addition, this study aimed to determine types of profiles among poor readers and estimate their frequency in the study sample. Based on the Simple View of Reading model, we developed decoding, language comprehension, and reading comprehension tasks. Participants included 100 typical readers (TR) and 95 poor readers (PR) in the second grade in Croatian schools. Phonemic awareness, phonological working memory, and rapid automatized naming tasks were used to test underlying abilities of decoding skills in both groups of participants. As expected, PRs showed significantly lower performance on all variables than TRs. The correlations between decoding, language comprehension and reading comprehension are significant in the PR group. The linear regression analysis showed that language comprehension was a significant predictor of reading comprehension for TRs, while decoding and language comprehension were significant predictors of reading comprehension for PRs. The profiling of reading difficulties revealed five different profiles, the most common of which was a mixed reading difficulty, i.e., difficulties in both decoding and language comprehension. In line with theoretical expectations, success in reading comprehension in TRs at the end of the second grade depends mainly on language comprehension. To achieve this complex cognitive skill, PRs' language comprehension alone is not sufficient, so they still rely on their decoding skills. Among the poor readers, there was a high prevalence of children with decoding problems (i.e., three out of five profiles). Teachers should be able to identify and monitor decoding difficulties in children, since these difficulties are associated with noticeable manifestations, unlike those associated with comprehension difficulties.

Effectiveness and safety of PCSK9 inhibitors in children with family hypercholesterolemia

Familial hypercholesterolemia (CGHS) is a monogenic disease with a predominantly autosomal dominant type of inheritance, accompanied by a significant increase in the level of low-density lipoprotein cholesterol in the blood, and as a result, premature development and progressive course of atherosclerosis, usually at a young age. One of the common causes of the disease is a mutation in the PCSK9 gene. Proprotein convertase subtilisin/kexin type 9 (PCSK9) is the main link in the regulation of blood lipid metabolism due to its direct participation in the degradation of LDL receptors. Currently, only evolocumab is used as PCSK9 inhibitors in children over 12 years of age in the Russian Federation, which has proven the safety and steady reduction of LDL cholesterol in pediatric patients with HES. Another representative of this pharmacological group is alirocumab, which is currently indicated only for people over the age of 18, due to the lack of evidence in children.

A Targeted Deep Sequencing Method to Quantify Endogenous Retrovirus Gag Sequence Variants and Open Reading Frames Expressed in Nonobese Diabetic Mice.

Endogenous retroviruses (ERVs) are involved in autoimmune diseases such as type 1 diabetes (T1D). ERV gene products homologous to murine leukemia retroviruses are expressed in the pancreatic islets of NOD mice, a model of T1D. One ERV gene, Gag, with partial or complete open reading frames (ORFs), is detected in the islets, and it contains many sequence variants. An amplicon deep sequencing analysis was established by targeting a conserved region within the Gag gene to compare NOD with T1D-resistant mice or different ages of prediabetic NOD mice. We observed that the numbers of different Gag variants and ORFs are linked to T1D susceptibility. More importantly, these numbers change during the course of diabetes development and can be quantified to calculate the levels of disease progression. Sequence alignment analysis led to identification of additional markers, including nucleotide mismatching and amino acid consensus at specific positions that can distinguish the early and late stages, before diabetes onset. Therefore, the expression of sequence variants and ORFs of ERV genes, particularly Gag, can be quantified as biomarkers to estimate T1D susceptibility and disease progression.

Navigating the online learning journey by self-regulation: Teachers as learners

Self-regulated learning (SRL) can be defined as the ability of learners to act independently and actively manage their own learning process. This skill becomes especially important in online environments, which allow learners to decide where and how to study. Most research on SRL has focused on students; few studies have addressed teachers' SRL as learners, and only a handful has done so in the context of online learning. A better understanding of teachers' SRL is essential since teachers are expected to support the development of their students' SRL abilities. This study contributes to bridging this gap by examining how online learning patterns reflect the self-regulated learning of teachers as learners in an online professional development (PD) course on nanotechnology. The study applies a mixed methods approach that combines the qualitative analysis of interviews with teacher learners and a personal summary of their learning process represented in four vignettes as well as quantitative log-file analysis to identify teachers' learning patterns. The patterns identified are interval learning, on-track learning, skipping difficult parts, concentrated learning toward the end of the course (i.e., “bingeing”), and watching together. These patterns indirectly shed light on teachers' SRL skills, especially their time management and task strategies, demonstrating that there is no one-size-fits-all approach to learning. The study highlights the need for a holistic approach, provides deeper insights into teachers’ learning experiences, and helps design future online PD courses.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

Development of political and legal ideas regarding the concept of protective democracy

The article examines the evolution of the concept of protective democracy and ways of its implementation in political and legal practice. It is emphasized that in the course of historical development, the concept of democracy as one of the oldest means of organizing political power underwent significant changes caused by the evolution of society, legal and political systems, which affected its interpretation and implementation. The ideas that arose around this concept were studied, considering them from different perspectives - from historical to modern. It is shown that the primary and consolidated ideas about protective democracy arose at the turn of the XVII-XVIII centuries, when democracy began to be considered as a means by which citizens can protect themselves from excessive state control. It is noted that in the process of formation of the concept of protective democracy, political and legal ideas about the right to vote as a tool for the implementation of government accountability played a significant role, since democratic institutions and procedures need protection from abuse of power to ensure their stability and effectiveness. It is emphasized that the right to vote, as a key element of democracy, plays a significant role in this concept, as it is the main mechanism for expressing the will of the people and establishing the accountability of the government to the citizens. It is noted that ensuring wide access to voting ensures a higher level of government legitimacy and reduces the likelihood of its authoritarian tendencies. It is shown that political and legal ideas about the right to vote played a key role in the formation of the concept of protective democracy, emphasizing the need to protect and support this fundamental right to ensure the stability and effectiveness of democratic systems. Attention is paid to the contribution to the concept of defensive democracy by such outstanding thinkers and politicians as John Locke, Jeremy Bentham, James Mill and James Madison. The implementation of certain aspects of protective democracy in the US Constitution is considered, and attention is drawn to the role of the republican form of government in this context. Certain milestones in the development of the concept of protective democracy in the 20th century are shown, as well as some ideas regarding this issue in the 21st century, namely the types of protective democracy and its identification as an indirect form of democracy, are explored. Characteristic features of protective democracy and its definition are proposed.

A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait

ABSTRACT The present mixed-methods cross-cultural study probed the association between bilingual English teachers’ enjoyment, passion, and desire for professional development from the Iranian and Kuwaiti teachers’ standpoints. In doing so, a random sample of bilingual English teachers (N = 426) was chosen from educational institutions in Iran and Kuwait. Then, using self-report questionnaires and semi-structured interviews, participants’ beliefs and attitudes on the interaction of enjoyment, passion, and desire for professional development were evaluated. The results of confirmatory factor analysis (CFA) exhibited close, positive associations between Iranian and Kuwaiti teachers’ passion, enjoyment, and desire for professional development. Moreover, the results obtained from structural equation modelling (SEM) uncovered that Iranian and Kuwaiti teachers’ enjoyment and passion can positively predict their desire for professional development. However, as the results of measurement invariance revealed, some meaningful differences were found between Iranian and Kuwaiti structural models concerning the predictive role of passion and enjoyment. Additionally, according to the thematic analysis (TA) outcomes, both Iranian and Kuwaiti instructors believed that passion and enjoyment can trigger teachers to attend professional development courses. These findings may contribute to a better understanding of the role of pleasant emotions in language teachers’ motivation for professional advancement.

Effect of Rural Trauma Team Development on the Outcomes of Motorcycle Accident-Related Injuries (Motor Registry Project): Protocol for a Multicenter Cluster Randomized Controlled Trial.

Injury is a global health concern, and injury-related mortality disproportionately impacts low- and middle-income countries (LMICs). Compelling evidence from observational studies in high-income countries shows that trauma education programs, such as the Rural Trauma Team Development Course (RTTDC), increase clinician knowledge of injury care. There is a dearth of such evidence from controlled clinical trials to demonstrate the effect of the RTTDC on process and patient outcomes in LMICs. This multicenter cluster randomized controlled clinical trial aims to examine the impact of the RTTDC on process and patient outcomes associated with motorcycle accident-related injuries in an African low-resource setting. This is a 2-arm, parallel, multi-period, cluster randomized, controlled, clinical trial in Uganda, where rural trauma team development training is not routinely conducted. We will recruit regional referral hospitals and include patients with motorcycle accident-related injuries, interns, medical trainees, and road traffic law enforcement professionals. The intervention group (RTTDC) and control group (standard care) will include 3 hospitals each. The primary outcomes will be the interval from the accident to hospital admission and the interval from the referral decision to hospital discharge. The secondary outcomes will be all-cause mortality and morbidity associated with neurological and orthopedic injuries at 90 days after injury. All outcomes will be measured as final values. We will compare baseline characteristics and outcomes at both individual and cluster levels between the intervention and control groups. We will use mixed effects regression models to report any absolute or relative differences along with 95% CIs. We will perform subgroup analyses to evaluate and control confounding due to injury mechanisms and injury severity. We will establish a motorcycle trauma outcome (MOTOR) registry in consultation with community traffic police. The trial was approved on August 27, 2019. The actual recruitment of the first patient participant began on September 01, 2019. The last follow-up was on August 27, 2023. Posttrial care, including linkage to clinical, social support, and referral services, is to be completed by November 27, 2023. Data analyses will be performed in Spring 2024, and the results are expected to be published in Autumn 2024. This trial will unveil how a locally contextualized rural trauma team development program impacts organizational efficiency in a continent challenged with limited infrastructure and human resources. Moreover, this trial will uncover how rural trauma team coordination impacts clinical outcomes, such as mortality and morbidity associated with neurological and orthopedic injuries, which are the key targets for strengthening trauma systems in LMICs where prehospital care is in the early stage. Our results could inform the design, implementation, and scalability of future rural trauma teams and trauma education programs in LMICs. Pan African Clinical Trials Registry (PACTR202308851460352); https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=25763. DERR1-10.2196/55297.

Profiling Teachers’ Motivation for Professional Development: A Nationwide Study

Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,369 and nt2 = 2,170 chemistry teachers via multilevel latent class analysis. In addition, the study investigated to what extent profile membership was related to factors at the teacher, school, and PD levels. Participation in PD courses was associated with one of three profiles, labeled “reform-motivated,” “convenience-motivated,” and “interaction-motivated.” Participation in PD courses was more likely to be reform-motivated if a teacher had a major in chemistry, more experience teaching AP, more positive attitudes toward PD, or higher enactment of AP redesign in the classroom, or if the PD course was formal and face-to-face. The results show that teachers have different motivations for participating in PD courses and provide insight into how to engage teachers in professional learning.

My Puppet, My Freedom!

The puppet has always been the metaphor of freedom. Here is a list of events that have taken place over the centuries and in various countries where puppetry has been necessary to claim freedom. Try not to solo the voice of the voice, but the voice of the voice does not have voice! No, during a difficult period, and in the course of developments and war, the Marionette was born in particular and it was a difficult task at the moment. The most surprising thing is that during periods of time it is not alone that it is difficult to move and it is difficult to do so, but I keep people in the community for a while to resist, resist and live poorly all the time.

The effectiveness of case method in developing intrapreneurship among business students

Intrapreneurship skill has considered as the alternative learning outcomes of entrepreneurship education. However, entrepreneurship teachers need a complex learning program to develop intrapreneurship among business students. At the same time, The Ministry of Education and Culture of The Republic of Indonesia recommends university teachers implement case methods to deliver complex learning environments and build critical skills among students. Therefore, this study aims to i) examine the effect of micro small medium enterprise (MSME) cases on the intrapreneurship of business students, ii) investigate the influence of MSME cases on flow experience in entrepreneurship education and iii) investigate the effect of flow experience during entrepreneurship education on intrapreneurship skill. We used field experiments on entrepreneurship and digital business student in business development courses. The result indicates that the case method effectively developed student intrapreneurship skill and flow experience during the course positively impacting student intrapreneurship skill.

HDL and plaque regression in a multiphase model of early atherosclerosis

Atherosclerosis is a chronic disease of the arteries characterised by the accumulation of lipids and lipid-engorged cells in the artery wall. Early plaque growth is aggravated by the deposition of low density lipoproteins (LDL) in the wall and the subsequent immune response. High density lipoproteins (HDL) counterbalance the effects of LDL by accepting cholesterol from macrophages and removing it from the plaque. In this paper, we develop a free boundary multiphase model to investigate the effects of LDL and HDL on early plaque development. We examine how the rates of LDL and HDL deposition affect cholesterol accumulation in macrophages, and how this impacts cell death rates and emigration. We identify a region of LDL–HDL parameter space where plaque growth stabilises for low LDL and high HDL influxes, due to macrophage emigration and HDL clearance that counterbalances the influx of new cells and cholesterol. We explore how the efferocytic uptake of dead cells and the recruitment of new macrophages affect plaque development for a range of LDL and HDL influxes. Finally, we consider how changes in the LDL–HDL profile can change the course of plaque development. We show that changes towards lower LDL and higher HDL can slow plaque growth and even induce regression. We find that these changes have less effect on larger, more established plaques, and that temporary changes will only slow plaque growth in the short term.

Abstract 2122: A Multiomic Timecourse Atlas Of Murine Vascular Disease Smooth Muscle Cell Transition Phenotypes And Their Perturbation With Tcf21 Knockout

Background: Vascular smooth muscle cells (SMC) contribute to heritable CAD risk and undergo cell changes to fibroblast-like (FMC) and osteochondrogenic (CMC) phenotypes. We perform molecular characterization of this transition process over the course of atherosclerosis development to better understand how causal SMC CAD genes such as TCF21 drive the phenotypic transition process to alter CAD risk. Methods/Results: Deep multiomic profiling of aortic roots from control atherosclerosis model ( Myh11Cre ERT2 , ROSA tdT/+ , ApoE -/- ) mice with SMC specific lineage tracing on high fat diet were harvested for 7 scRNA and 6 scATAC time points across 16 weeks. Similarly, aortic roots from Tcf21 knockout ( Myh11Cre ERT2 , Tcf21 ΔSMC/ΔSMC , ROSA tdT/+ , ApoE -/- ) were collected at 3 timepoints for paired scRNA/scATAC. Waddington-Optimal Transport (WOT) mapped transcriptional trajectories across SMC lineage clusters which terminate in FMC and CMC phenotype clusters. PANDO/CellOracle frameworks were used to create gene regulatory networks with the ability to model SMC transition perturbations in silico . These analyses generated a multiomic timecourse atlas demonstrating the lineage traced phenotypic progression of SMC to FMC and CMC. Upon knockout of Tcf21 , we discern notable shifts in the SMC to FMC transition characterized by differential scRNA transcriptional pathways and scATAC shifts in transcription factor (TF) motif accessibility which also overlap with WOT predicted TF enrichment for each cell state. These integrative analyses revealed Tcf21 regulation of Cebpb and the Tead1 -Hippo pathways as novel mechanisms for mediating its role in modulation of disease related processes such as inflammation, response to TGF- β signaling and cell proliferation. Further mechanistic validation is performed through a combination of TF binding site analysis with TEAD1 and CEBPB ChIP-Seq in human coronary artery SMCs, dual luciferase reporter assays and proximity ligation assays. Conclusion: We construct a single cell atherosclerosis timecourse to model mouse SMC cell states and perturb CAD gene Tcf21 to elucidate the interplay between epigenetic and transcriptional mechanisms which affect key SMC transition elements such as CEBPB and the TEAD1 -Hippo axis.

Legal awareness of the individual: a view from the standpoint of cultural, historical and activity methodology

The article is devoted to the theoretical understanding of the phenomenon of legal consciousness of personality from the standpoint of L.S. Vygotsky's cultural and historical theory and A.N. Leontiev's general psychological theory of activity. The regularities of the formation of the legal consciousness of the individual are presented, the psychological properties and functions of the legal consciousness of the individual are described, the hypothesis of the systemic and semantic structure of the phenomenon under consideration is theoretically substantiated. The content of the legal consciousness of the individual is described at the level of "meanings", "personal meaning" and "sensory tissue" of consciousness. The process of formation of the system of legal consciousness of personality is considered through the application of the principle of unity of affect and intelligence, formulated by L.S. Vygotsky, according to which the will of the subject is a single basis and an intermediary link in the formation of consciously controlled processes (the formation of arbitrariness), where in the process of development there is a change in the relationship between affect and intelligence. The theoretical propositions formulated by the authors can form the basis for extensive empirical studies of the legal consciousness of the individual in line with the national psychological tradition, laid down in the cultural-historical approach and the general psychological theory of activity. The regularities of the formation of the legal consciousness of the individual are presented, the psychological properties and functions of the legal consciousness of the individual are described, the hypothesis of the systemic and semantic structure of the phenomenon under consideration is theoretically substantiated. The theoretical propositions formulated by the authors can form the basis for extensive empirical studies of the legal consciousness of the individual in line with the national psychological tradition, laid down in the cultural-historical approach and the general psychological theory of activity. The theoretical analysis of the phenomenon of legal awareness from the standpoint of the national cultural, historical and activity methodology allows us to draw the following conclusions and generalizations. The process of formation and development of legal awareness is a transition from simpler semantic generalizations about law to more complex ones, in the course of general personality development. Thus, the system of meanings of the "language of law" (with different levels of generalizations) determines the content of the components of the structure of legal consciousness, the "development" of these generalizations may indicate the level of development of legal consciousness. A deep study of legal consciousness is impossible in isolation from the categories of "personal meaning", "sensual fabric", as well as those "meanings" in which law finds its objective expression in culture and in a specific person, a subject of law.