Academic literature on the topic 'Anus (Psychology) Anatomy, Artistic'

The article aims to define the essence of the concept «historic city» in contemporary humanitarian knowledge. The article is based on analyzing the legal and culturological discourses on the historic city. Historical and cultural research method allows us to identify the reasons for the definition «historic city» to appear and trace the process of its development and transformation. The author focuses on the legal context in which the process of understanding the category of «historic city» goes through the search for and justification of unified criteria and signs of «historicity» of the city, determined by the value of architectural and urban heritage, and on assigning the status of «historic» to the city. There are certain criteria used for assessing historical and cultural value of a city. They are sign-markers of time, style and image, sign-symbols and sign-copies used for determining urban planning, historical, functional, architectural, aesthetic, emotional, artistic and scientific-cognitive value of the city historic environment. Apart from the subject of protection (valuable urban objects, planning, three-dimensional structure, compositional and visual connections), the legitimacy of the official status «historic city» is determined by such categories as protection zones and the boundaries of protection zones. The culturological discourse of the historic city is based on an a priori acceptance of the city as a unique phenomenon and then on its comprehensive integrative study. A defining characteristic of the historic city is the thesis of its integrity, the impossibility of «detailed» consideration. Scientists formulate the view of the historic city through the prism of this thesis in different ways: the city as a complex social organism with its own physiology, anatomy and psychology; the city as an integral socio-cultural formation, a complex self-developing system, represented in the material, spiritual and artistic culture; the Russian provincial historic city as a cultural universe, where two major problems come to the fore, i.e. the problem of the formation context and current existence of the historic city and the problem of personality. The author notes that the cultural discourse is more versatile and relevant, and should be taken into account in determining the legal status of the historic city.

Neuropsychology is a field of psychology and neurosciences that studies the relationships between the central nervous system, cognitive functioning and behavior. Since the beginning, researchers in the field have sought understanding scans of the anatomy of the brain and its correlation with cognitive abilities. Neuropsychology is constantly advancing and transforming, and thus, the findings of this science offer increasingly theoretical and methodological support for professionals and enable interventions and treatments more appropriate to patients. Despite advances in research on cognitive abilities, there are currently difficulties regarding the recognition of individuals with High Skills/Gifted. In addition, in many times, HS/G is confused with disorders. For this reason, this bibliographic study presents the main contributions of Neuropsychology to the identification and development of people with HS/G, denoting the historical aspects, the main advances and the current scenario. The analysis of the data collected in articles, theses, books, laws and public policies in force showed that there is still no precise classification for the understanding of HS/G. What is currently known is that intelligence is one of the factors for identification, but other skills are also considered as artistic, motivational aspects and leadership skills. There is also the association of the results of psychological tests with neuroimaging tests. In continuity of the investigation, the neuropsychological mechanisms of people identified with HS/G were investigated. The results of the researches examined indicate a relationship between the intellectual quotient and brain activity as well as indicative of differences in the functioning and anatomy of the brain of these people when compared with subjects of average intellectual quotient. The last topic addresses the Brazilian reality of children and adolescents with HS/G from the school perspective, the difficulties regarding the identification process and the adequate care for these individuals.

Student engagement within the discipline of Botany is not always limited to scientific content. The patterns, colours and shapes that are produced when investigating plant anatomy via sectioning are highly aesthetic and can immediately engage students. The boundaries between aesthetics and science are often blurred or, more correctly, imagined. Nurturing and developing the inspiration drawn from the integration of these two worlds provides an alternative way of engaging students in the theoretical content of the discipline. Student exposure and engagement with native Australian Flora and botanical education is too often limited and finding novel ways to engage students with Botany is critically important; even more so in this current era of Plant Blindness and climate change denial (Jacobson et al., 2016; Wandersee & Schussler, 2000). To combat this, contemporary neuroscience and cognitive psychology research show promise toward the use of visual mediums to enhance memory, leading to an improvement in educational outcomes (Bigelow & Poremba, 2014; Cohen, Horowitz, & Wolfe, 2009; Corballis, 1966; Gloede, 2015; Jensen, 1971; Kim & Olaciregui, 2008). Therefore, encouraging students to engage with botanical content, via microscopic imagery, scientific/artistic depictions, and more specifically, the production of drawings and artworks (Fernandes et al., 2018; Rosier, Locker, & Naufel, 2013) should be further incorporated into curricula to increase engagement and establish a deeper connection to Botanical subdisciplines such as plant taxonomy, morphology and systematics. In this paper, with reference to established research and an example of a science-art project, we discuss the ways in which the fusion of the aesthetic and scientific worlds creates a feedback loop from which the creative process inspired from scientific material develops a deeper enquiry-based understanding of the material itself

Despite their many social and cultural differences, Santiago Ramón y Cajal and Sigmund Freud had more in common than one might naturally assume. Both attended and excelled in anatomy and medical courses in University. Freud even studied histology and contributed important discoveries to that field. However, Cajal entered the army between his schooling and his discovery of histology. Cajal’s brush with tuberculosis led to his first direct encounter with psychology. Experimenting with himself as a subject, he learned the transformative power of what is called “autosuggestion.” Although known for his purely anatomical research of the nervous system, Cajal initially was drawn to study the brain by an emotional attachment to his experience with psychology and the mind’s potential for personal improvement, in addition to his intellectual and artistic connection with the material itself.