Biology
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Doesn't play a significant role. The number of the candidate list does not play a significant role - analytics. The mechanism of white thrombus formation is associated with

Parents like to imagine what their future child will look like.

Will he inherit mom's eyes or dad's nose? Are there certain traits that we get from each parent?

Genetics is an interesting and very complex thing. A child receives 23 chromosomes from his mother and 23 from his father, and there are many options for how they will combine and what the end result will be.

Although genetic influence is generally equal on the part of both parents, many scientists conclude that father sometimes has more influence than mother.

Dark eye colors such as brown and black are dominant, while light eye colors such as blue are recessive.

Typically, a child inherits the dominant eye color of his parents. For example, if dad has brown eyes and mom has blue eyes, then the child will most likely be brown-eyed.

But this doesn't always happen. If the father has a recessive eye color, such as blue or green, the child is more likely to inherit the father's eye color.

There's nothing cuter than dimples, and if your father had dimples, chances are your baby will be born with the same cute dimples.

Dimples are a dominant feature, and their appearance is associated with the location of the muscles on the face.

Each person has their own unique fingerprints, and they are not repeated in parents and children. However, there is a genetic predisposition to fingerprints.

The fingerprints of fathers and children, although never the same, are very similar. Look at the hands of a child and you will see father has similar curls or arches.

Genetics plays a big role in what facial features, or the ratio of those features, your children will develop.

Children tend to inherit the symmetry of their father's face, and if, looking at your son or daughter, you clearly see his father, then there is a reason for this.

The growth of a child is influenced by the genes of both parents, however the father plays a big role in how tall or short the child will be. If the father is tall, then the children will also be tall, maybe not as tall as the father, if the mother is short, but still.

Weight is largely determined by genetics, and there is a connection between the weight of parents, especially the father, and the weight of children as they grow older.

I wonder what Father's weight may influence baby's birth weight. So, if the father's genes are expressed during pregnancy and intrauterine development of the child, then the mother's genes may be suppressed to some extent.

As with eyes, dominant and recessive genes have a big impact on hair color.

Dark hair is dominant, and if your father has dark hair, then you will most likely have dark hair too.

Moreover, the father's genes play a decisive role in whether what will the baby's hair texture be like?. If the father has curly hair, it is unlikely that the child will have straight hair.

When it comes to lip shape and size, the father's genes can significantly influence this trait. Full lips are a dominant feature, and if the father has full lips, then the child will most likely have full lips too.

Unfortunately or fortunately, the structure of teeth, as well as the problems associated with them, is a hereditary trait. If the father had bad teeth, then the child will probably also have to face problems.

Did you know that there is gene responsible for the appearance of gaps between teeth? If your father had a gap in his teeth, don't be surprised if you inherit one.

If a father likes to take risks, then this can leave an imprint on the personality of future children. It is believed that a person's personality is to some extent predetermined from birth.

So, for example, there is a gene responsible for the search for novelty and inclining a person to risky behavior . A person who is prone to adventure most likely inherited this trait from his father.

Although there is no specific gene responsible for a sense of humor, there is a number of genes that determine the tendency to be witty.

Of course, a sense of humor is a social trait, and if parents like to make fun of each other and laugh, then the child will be funny too.

The child's intelligence potential is also determined to a greater extent by genetics, namely the father's intelligence.

Syrian President Bashar al-Assad must leave his post. This was stated by the head of the delegation of the Syrian opposition “Higher Negotiations Committee” Asaad al-Zoubi. On April 13, the next round of negotiations on Syria started in Geneva. Earlier, US Secretary of State John Kerry said that the transfer of power in the country could be agreed upon in the coming days. Political scientist, expert on international relations Mikhail Troitsky answered questions from Kommersant FM host Oksana Barykina.

— Tell me, do you agree with the opinion of the US Secretary of State that Syrian President Assad should leave his post?

- This political question. I'm not a politician, I'm just an expert. The situation is such that, most likely, the opposition to President Assad will continue to insist on such guarantees to continue the process of negotiations and the formation of a coalition government. They feel support behind them - not so much from the United States, but from Saudi Arabia, Turkey, and other Gulf countries. This factor, at a minimum, whether I agree with this opinion or not, will greatly complicate negotiations on a final settlement in Syria.

— What do you think about the parliamentary elections: were they held on time now?

— Again, of course, it’s difficult to say what elections could look like in a country in which, firstly, there is still Civil War, and, secondly, large terrorist units that hold at least two important provinces in the country have not been eliminated. Either way, parliament does not appear to play a significant role in Syrian domestic politics.

The most important thing is who will form the government, who will become the head of the government. Parliamentary elections are probably good that they took place, but, as we see, neither the opposition nor those powers that support the opposition recognize them.

— Tell me, what needs to happen now, to happen, so that the parties can come to an agreement?

“I think it is necessary to begin determining the fate of President Assad, against whom, naturally, the opposition has a very serious grudge, against whom a lot of facts and accusations have been accumulated of violating not only human rights, but also crimes against humanity in general. Representatives of the opposition will all refer to this.

I think, one way or another, it is necessary to agree on some kind of perspective regarding Assad and his associates, if the negotiations are really to end in success, as if in the spirit of the Geneva communique of 2012. Another option is that President Assad will still try to finally gain the upper hand over the opposition and not conduct any negotiations with it. Then the situation will be completely different - external powers have warned that they will support the opposition much more strongly. Apparently, Assad will not succeed.

So, frankly, I don’t see how the current negotiations can achieve a final and long-term solution to the situation in Syria. Most likely, this situation of neither peace nor war will continue for some time. And then, quite possibly, fighting will be resumed, although none of the major external sponsors of the truce want this.

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During preschool age, children's communication with each other changes significantly. In these changes, three qualitatively unique stages (or forms of communication) of preschoolers with peers can be distinguished.

Emotional-practical form of communication (second - fourth years of life)

In junior preschool age the child expects his peer to participate in his fun and craves self-expression. It is necessary and sufficient for him to have a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is primarily concerned with attracting attention to himself and receiving an emotional response from his partner. Emotional-practical communication is extremely situational - both in its content and in its means of implementation. It depends entirely on the specific environment in which the interaction takes place and on the practical actions of the partner. It is characteristic that introducing an attractive object into a situation can disrupt children's interaction: they shift attention from a peer to an object or fight over it. At this stage Children's communication is not yet connected with objects or actions and is separated from them.

For younger preschoolers the most characteristic is an indifferent and benevolent attitude towards another child. Three-year-old children, as a rule, are indifferent to the successes of their peers and to their assessment by an adult. At the same time, they usually easily solve problematic situations“in favor” of others: they give up their turn in the game, give away their items (however, their gifts are more often addressed to adults - parents or a teacher, than to peers). All this may indicate that the peer does not yet play a significant role in the child’s life. The baby does not seem to notice the actions and states of his peer. At the same time, its presence increases the child’s overall emotionality and activity. This is evidenced by children’s desire for emotional and practical interaction and imitation of their peers’ movements. The ease with which three-year-old children become infected with common emotional states, may indicate a special commonality with it, which is expressed in the discovery of identical properties, things or actions. The child, “looking at his peer,” seems to highlight specific properties in himself. But this community is purely external, procedural and situational in nature.

Situational business form of communication

It develops around the age of four and remains most typical until the age of six. After four years of age, children (especially those who attend kindergarten) the peer begins to overtake the adult in his attractiveness and occupy an increasingly larger place in their life. This age is the heyday role playing game. At this time, role-playing game becomes collective - children prefer to play together rather than alone. The main content of communication between children in the middle of preschool age is business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them. During situational business communication, preschoolers are busy with a common cause; they must coordinate their actions and take into account the activity of their partner to achieve a common result. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children’s communication.

In the middle of preschool age, a decisive change in attitude towards peers occurs. The picture of children's interactions is changing significantly.

“In older preschool age, the emotional well-being of a child in a peer group depends either on the ability to organize a joint play activity, or from the success of productive activities. Popular children demonstrate high success in joint cognitive, work and play activities. They are active, result-oriented, and expect positive evaluation. Children with an unfavorable position in the group have low success in activities that cause them negative emotions and refusal to work.” Along with the need for cooperation at this stage, the need for peer recognition and respect is clearly highlighted. The child seeks to attract the attention of others. Sensitively detects signs of attitude towards himself in their glances and facial expressions, demonstrates resentment in response to inattention or reproaches from partners. The “invisibility” of a peer turns into close interest in everything he does. At the age of four or five, children often ask adults about the successes of their friends, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive element appears. The successes and failures of others take on special significance. During play or other activities, children closely and jealously watch the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional.

The successes of peers can cause grief in children, but their failures cause undisguised joy. At this age, the number of children's conflicts increases significantly, and phenomena such as envy, jealousy, and resentment against peers arise.

All this allows us to talk about a deep qualitative restructuring of the child’s relationship with his peers. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at identifying commonality (as with three-year-olds), but at contrasting oneself and another, which primarily reflects changes in the child’s self-awareness. Through comparison with a peer, the child evaluates and affirms himself as the owner of certain advantages, which are important not in themselves, but “in the eyes of another.” For a four- to five-year-old child, this other becomes a peer. All this gives rise to numerous conflicts among children and such phenomena as boasting, demonstrativeness, competitiveness, etc. However, these phenomena can be considered as age characteristics five-year plan By older preschool age, the attitude towards peers changes significantly again.

By the age of six or seven, friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains in children’s communication. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations, but also some psychological aspects his existence - his desires, preferences, moods. Preschoolers no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. Their communication becomes extra-situational.

Extra-situational form of communication

The development of non-situational behavior in children’s communication occurs in two directions. On the one hand, the number of extra-situational contacts increases: children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. On the other hand, the image of a peer itself becomes more stable, independent of the specific circumstances of interaction. By the end of preschool age, stable selective attachments arise between children, and the first shoots of friendship appear. Preschoolers “gather” in small groups (two or three people) and show a clear preference for their friends. The child begins to identify and feel the inner essence of the other, which, although not represented in the situational manifestations of the peer (in his specific actions, statements, toys), but becomes more and more significant for the child.

By the age of six, emotional involvement in the activities and experiences of a peer increases significantly. In most cases, older preschoolers carefully observe the actions of their peers and are emotionally involved in them. Sometimes, even contrary to the rules of the game, they strive to help him, to suggest the right move. If four- to five-year-old children willingly, following an adult, condemn the actions of a peer, then six-year-olds, on the contrary, can unite with a friend in their “confrontation” with an adult. All this may indicate that the actions of older preschoolers are not aimed at a positive assessment of an adult or at observing moral standards, but directly at another child.

By the age of six, many children have a direct and selfless desire to help a peer, give him something or give in to him. Schadenfreude, envy, and competitiveness appear less often and not as acutely as at the age of five. Many children are already able to empathize with both the successes and failures of their peers. All this may indicate that a peer becomes for a child not only a means of self-affirmation and a subject of comparison with oneself, not only a preferred partner, but also a self-valued personality, important and interesting, regardless of one’s achievements and subjects.

Such is the general outline age-related logic of development of communication and relationships with peers in preschool age. However, it is not always realized in the development of specific children. It is widely known that there are significant individual differences in a child’s attitude towards his peers, which largely determine his well-being, position among others and, ultimately, the characteristics of his personality development. Problematic forms of interpersonal relationships are of particular concern.

Among the most typical variants of conflict relationships with peers for preschoolers are increased aggressiveness, touchiness, shyness and demonstrativeness of preschoolers. Let's look at them in more detail.

Problematic forms of relationships with peers

Comparing different types“problem” children, one can see that they differ significantly in the nature of their behavior and in the degree of difficulties that they create for others. Some of them constantly fight, and you have to constantly call them to order, others strive with all their might to attract attention and look “good”, others hide from prying eyes and avoid all contacts. Cm.

Professor of psychology and neurobiology at the University of Maryland, author of Laughter: Scientific research", on the role of consciousness:

Until proven otherwise, why not assume that consciousness plays no significant role in human behavior? This idea may seem quite radical at first, but it is actually quite conservative and involves the fewest possible hypotheses. She is an excellent cure for the philosopher's disease - an inadequate preference for rational, conscious control over irrational and unconscious processes. The issue is not that we are not conscious enough, but that we overestimate conscious control of behavior.

I believe this statement is true, but it is quite difficult to prove because thinking about consciousness is difficult. We are misled by an inner voice that creates reasonable, but often false, versions and explanations for our actions. A ray of consciousness illuminates our actions from time to time, and this only makes the task more difficult. We are not aware of our own unconscious states, and therefore we greatly overestimate those periods of time when, for one reason or another, we are aware of our actions.

My views on unconscious control were shaped by my field studies of primitive vocalizations of laughter. I asked subjects to explain why they laughed in a given situation, and they came up with plausible explanations for their behavior (“She did something funny,” “She said something funny,” “I wanted her to relax”). . At the same time, observations of the social context showed that such explanations did not correspond to reality. In a clinical context, such explanations are called "confabulations" - honest but mistaken attempts to explain one's actions.

Subjects also incorrectly assumed that they had made a conscious decision to laugh, as if laughter was under conscious control. That is why the subjects explained their behavior so confidently, although incorrectly. But laughing does not mean saying “ha-ha-ha”; it is not a word that can be chosen arbitrarily. If we are asked to laugh on command, we are unlikely to be able to do it. In certain, usually informal social contexts, we simply spontaneously start laughing. But such a lack of volitional control does not exclude the possibility of orderly, predictable behavior. Laughter occurs in places where punctuation would appear in a written recording of a conversation; he rarely interrupts the structure of a phrase. We can say: “I need to go, ha-ha,” but hardly “I need, ha-ha, to go.” This punctuation effect is very reliable and requires the coordination of laughter with the linguistic structure of speech. In this case, laughter occurs beyond the conscious control of the speaker. Other respiratory processes, such as breathing and coughing, also interrupt speech and also occur unconsciously.

The discovery of structured but uncontrollable laughter—where people could not adequately explain why they were laughing—led me to the idea of extending this situation to other behaviors. Perhaps all our lives we have been listening to an inner voice that whispers to us one or another confabulation of the reasons for our actions. Is it true that the most important details of the neurological process that governs human behavior are not accessible to introspection? Perhaps we need to turn the question of animal consciousness on its head? Is it worth guessing whether other animals have consciousness, how much more or less this consciousness is human, how different it is from ours? Are we better able to consciously control our behavior than animals? The complex social structure of bees, ants and termites shows that intelligent behavior is possible in the absence of conscious control in the form we are accustomed to think of it. Is it possible and desirable to create a mechanical mind? Is intelligent behavior a sign of conscious control? What tasks require consciousness? To answer these questions, a paradoxical approach to the function, evolution, and development of consciousness may be useful.