Distributed Lyceum of the Higher School of Economics. Lyceum of the National Research University Higher School of Economics (Higher School of Economics) Lyceum Higher School of Economics electronic journal

Admission to the Lyceum

Are preparatory courses organized at the lyceum?

There are no preparatory courses at the lyceum.

How many points do you need to score to enter the lyceum?

Every year the situation with passing scores is different, so you should not focus on the previous year’s numbers. Try to score as many points as possible.

Can students from other cities enter the lyceum?

The Lyceum was opened within the framework of a project of the Moscow Government and is financed by Moscow, therefore Moscow registration is a mandatory condition for enrollment in the Lyceum. Temporary registration in the capital will be sufficient.

Is there a dormitory at the lyceum?

There is no dormitory at the lyceum.

Is it possible to transfer to a lyceum?

You cannot transfer to a lyceum. You can enroll in it on a competitive basis.

How much does it cost to study at the Lyceum?

Education at the lyceum is free.

What areas are taught at the lyceum?

From 2019/2020 academic year year, the Lyceum implements ten educational directions in the 10th grade: “Economics and Social Sciences”, “Economics and Mathematics”, “Jurisprudence”, “Humanities”, “Computer Science, Engineering and Mathematics”, “Design”, “Oriental Studies”, “ Psychology", "Natural Sciences" and "Mathematics". And two specializations in 9th grade: “Universal” and “Mathematics”.

Will studies at the Lyceum be taken into account when entering the Higher School of Economics?

All lyceum graduates, if they want to enter the Higher School of Economics, will enter this university on a general basis. But the level of training of lyceum students will be higher than that of many applicants.

In addition, studying at the lyceum provides bonuses for admission to paid places at the Higher School of Economics. Based on the results of training, a rating of lyceum graduates is compiled. A high place in the ranking is the basis for receiving a discount from 25% to 70% when studying undergraduate programs at the National Research University Higher School of Economics on a paid basis.

At the lyceum, it is compulsory to study two foreign languages, and the second is optional, provided that a group is recruited?

It is mandatory to study two foreign languages ​​at the Lyceum in the direction of “Oriental Studies” (one European and one Oriental). In the “Humanities” direction, lyceum students can choose a second foreign language, but this is not mandatory.

In other areas, one foreign language is required to be studied (English, German, French or Spanish), others are optional (in elective classes at the Lyceum. There are also paid courses organized by the Faculty of Pre-University Training).

Is the academic year divided into quarters or half-years? When do lyceum students have holidays?

For students in grades 10 and 11, education is organized in half-years.

9th grades are taught in trimesters.

Vacations - four times a year at the end of quarters. There are also May holidays.

How many days a week do lyceum students study?

Lyceum students in grades 10 and 11 study six days a week, once a week (on Thursdays) they have faculty days.

9th grade lyceum students study six days a week, Saturday is a day of extracurricular activities.

Does the lyceum have school uniforms?

What grade will appear on the certificate for subjects that the lyceum student did not choose to study?

The certificate contains grades only for those subjects that the lyceum student studied in grades 10-11. In addition, the document will contain grades for an individual project and classes as part of the faculty day.

Is it necessary to take electives? What is the minimum number of them that should be selected?

To go or not to go to electives is the choice of every lyceum student. If a student does not have the desire and (or) opportunity, you may not attend them at all.

As for the number of electives, it can be absolutely anything; there are no restrictions here.

Where can I apply for a student’s social card?

To apply for a social card, you need to apply with the certificate of enrollment received at the lyceum to the MFC at your place of residence.

Education at the Lyceum

Answers to most questions related to the learning process at the Lyceum can be found on the pages .

What electronic journal is used at the lyceum?

Is it possible to choose subjects at the Lyceum and subsequently change your curriculum?

Lyceum students independently draw up an individual curriculum. It includes both a mandatory part and a variable part. The compulsory part includes subjects that every lyceum student must master. You cannot refuse them, but in a number of disciplines you can choose the level of their study: basic or in-depth.

Changes to the curriculum can only be made at a certain time - on St. George's Days.

Does the lyceum provide discounted meals and for which categories of students?

The Lyceum provides nutritional benefits in accordance with the law. The following students are eligible to receive them (upon providing supporting documents):

• children from large families;
• children receiving a survivor's pension;
• children from low-income families;
• orphans without parental care and children under guardianship;
• disabled children and children with limited health capabilities;
• children with parents who are disabled in groups 1 or 2.

Admission to the 10th grade of the HSE Lyceum is carried out in ten areas of study: “Humanities”, “Economics and Mathematics”, “Economics and Social Sciences”, “Design”, “Oriental Studies”, “Computer Science, Engineering and Mathematics”, “ Jurisprudence", "Psychology", "Mathematics" "Natural Sciences" in accordance with the admission target figures.

Admission to the Lyceum and its completion do not mean automatic enrollment in the faculties of the National Research University Higher School of Economics. However, lyceum students, under the guidance of leading university teachers, will be able to prepare for admission and study both at the Higher School of Economics and at any other prestigious universities in the country and the world.

Stage 1: February 1 - March 15. Submitting applications

At the first stage of admission, the applicant must fill out an electronic application. When submitting an application, the applicant can choose no more than two areas of study at the HSE Lyceum (one of which is a priority), and also selects a subject from the second part of the comprehensive test (in areas where there is a choice).

In the application, you must provide complete information about yourself, as well as attach a motivational essay - a free-form text about yourself (no more than 400 words).

The motivational essay is not graded and must include:

- a story about yourself;

— justification of motivation for studying at the HSE Lyceum.

Stage 2: April 7, 14, 21. Complex test

The complex test will be carried out on April 7, 14, 21. April 28 is a reserve day for those who, for good reason, were unable to complete it on the day recorded in the schedule for completing the complex test. The complex test is completed in person in Moscow, in the building of the Lyceum or the Higher School of Economics.

The Admissions Committee informs applicants about the time and place of the complex test on the HSE Lyceum website no later than 10 calendar days before the start of the test.

The first part of the comprehensive test includes tasks in Russian, mathematics and a foreign language (English, German, French, Spanish). The content of the complex test is based on the program of basic general education and meets the requirements for learning outcomes in the 9th grade.

The applicant comes to write entrance examinations both in the first priority and in the second priority on the appointed dayfor directions, which he chose as firstpriority(See Comprehensive Testing Schedule

Lists of invitees for comprehensive testing indicating the location of the entrance test will be posted on the website no later than 10 calendar days before the start of the event.

Duration of the complex test: the first part - 120 minutes, the second part - 60 minutes (the duration of the second part for the "Mathematics" direction, tasks in advanced mathematics - 90 minutes (written part) and 60 minutes (oral interview)).

The first part includes 20 test tasks (10 each in Russian and mathematics) and 1 essay in a foreign language (English, German, French, Spanish - at the applicant’s choice).

The second part includes no more than 10 tasks in the subject, depending on the direction chosen by the applicant (the second part for the “Mathematics” direction, tasks in advanced mathematics - no more than 10 tasks (written part) and an oral interview).

The maximum score for the first part of the comprehensive test is 30 points - a maximum of 10 points for each subject. The maximum score for the second part of the complex test is 20 points (the maximum score for the second part of the complex test for the “Mathematics” direction of the advanced mathematics assignment is 20 points, the maximum score for the written part is 10 points, the oral interview is 10 points).

The total maximum score is 50 points.

The minimum passing scores for parts of the complex test are also recorded. Applicants who do not achieve the minimum passing scores in the first or second parts of the comprehensive test do not have the right to apply for inclusion in the list of those recommended for admission to the Lyceum.

The minimum passing scores for parts of the comprehensive test in the direction are approved by the decision of the Admissions Committee and published on the Portal no later than May 30, 2019.

The results of the comprehensive test, passing scores in areas, lists of those recommended for admission will be published on the website no later than May 30.

Demo versions of complex tests and additional materials (2019)

Archive of demo versions of complex tests and additional materials (2018)

Stage 3: June 4 - 14. Meeting

A meeting with students recommended for admission and their parents (legal representatives) is the final stage of the admissions campaign. The main task of the meeting is to orient the student in the educational program of the Lyceum and the subsequent selection of an individual curriculum.

The admissions committee organizes a meeting with all applicants recommended for enrollment and their parents (legal representatives) from 06/3 to 06/15/2019. The schedule of meetings is posted on the Portal no later than 05/31/2019.

At the meeting, a written application for enrollment is submitted from parents or persons replacing them.

The deadline for providing original documents (certificate, application, consent to the processing of personal data, copy of passport and birth certificate, registration in Moscow) required for enrollment is - until July 1st.

Memo on documents

Upon completion of the competition and acceptance of documents, enrollment in the Higher School of Economics to study at the Lyceum is formalized by order of the vice-rector within 10 working days after the end of acceptance of documents. The document is posted on the HSE Lyceum website on the day of its signing and registration.

Lyceum of National Research University "Higher School of Economics"

Together with the Moscow international forum “City of Education”, which will be held on September 7-9 in Moscow in the 75th pavilion of VDNKh, Newtonew publishes a series of materials about educational institutions that most productively combine with city resources.

The HSE Lyceum is a bright and inspiring phenomenon in the Russian school education system. The Lyceum is one of the leading schools in the country, taking 2nd place in the ranking of the best schools in Moscow and 10th place in the ranking of the best schools in Russia. This is a school where only high school students study. Admission to it is carried out on a competitive basis, like at a university - applicants write a motivational essay and undergo an interview, including comprehensive testing.

There are eight educational areas at the school: “Economics and Social Sciences”, “Economics and Mathematics”, “Jurisprudence”, “Humanities”, “Mathematics, Computer Science and Engineering”, “Design”, “Oriental Studies” and “Psychology”. During the learning process, lyceum students can switch from one direction to another if they realize that their interests have changed.

As for the educational process itself, everything here is also “adult-like.” Each lyceum student independently draws up an individual curriculum, which contains compulsory subjects for everyone, as well as a variable part. The school organizes a large number of electives, which students attend at will.

One of the main tasks of the lyceum is to provide high school students with space for freedom and choice of their educational trajectory, the opportunity to try on a professional role, to choose what they really want to do in the future.

This approach to admitting and graduating students justifies itself - although the HSE Lyceum has existed only since 2013, it is already one of the best schools in the country.

In the list of the 500 best schools in the country, the lyceum is in tenth place; It ranks first among schools of socio-economic and social-humanitarian profiles, and second among schools of philological profiles.

About 70% of lyceum graduates become students at top Russian universities. Many of them then continue their studies at the Higher School of Economics itself.

Newtonew (N). What do you think are the main challenges facing public education systems today?

Dmitry Fishbein (DF). In my opinion, the main challenge facing public schools is the ability to change and adapt to the evolving needs of students.

If we are talking about large cities, and especially megalopolises, then the number of educational opportunities here is so large and varied that in order for a student to stay in school, he must be offered something interesting that takes into account his personal characteristics. And this is where the challenge lies.

The Education Law provides for the possibility of choosing the form of education. And even if this is full-time, but the child actually does not attend half of the classes, it means, in fact, that the child dropped out of school. Therefore, the important question is how to ensure that the value of education remains in school.

Old methods - simple transfer of knowledge - will not solve anything: now a child can receive any information from numerous sources. Therefore, the school must offer the student some kind of activity that is interesting to him - then there is a chance to overcome this challenge.

N. What aspects of the educational process need to be controlled (for example, by the administration of the educational institution, the department of education and, increasingly, the state regulator)?

DF. It is important to understand what we mean by “control.” In management, one of the definitions of control is: “Control is a way to lead people to success.”

If by control we mean precisely monitoring the processes that should take place at school, or those processes that are implemented at the regional level, then there is no need for a high level of control.

Schools are very different both in terms of the social composition of students' families and in terms of funding. In this regard, it seems to me that it is not very reasonable to develop uniform rules and monitor their implementation.

Therefore, if we are talking about some specific aspects of the educational process, then, for example, it is worth monitoring the safety of children at school - this is extremely important. But few such aspects come to my mind.

N. Then what is “control” in your school?

DF. At the Lyceum we are just trying to get away from the standard understanding of control. Some may think that this looks like a lack of control, but it is not.

In our opinion, the development of self-control is very important for high school students, so we do not have literal, strict control of students.

We do not track when a student arrived or left, and we do not notify parents about this via SMS messages.

We believe that our area of ​​control should first of all fall under the environment that we create: what kind of adults work in the lyceum, how they communicate with students, what various types of classroom and extracurricular activities are offered, which may depend on the initiative of the lyceum students themselves.

For example, all the events that take place at the lyceum are the initiative of the children themselves, and it seems to us that this is right.

That is, we have little standard control over attendance, academic performance, and behavior. But there is a lot of trust in students and understanding that they themselves must determine the goals and objectives of development, and to achieve them they need to build their activities in the lyceum and outside it. Our role, rather, is not to control the guys, but to help by providing a variety of opportunities.

N. By what criteria do you define “quality of education”?

DF. For us there is one main criterion - the progress of each student over the two years that he spends at the lyceum, and we try to track this.

If we see that during this time the child has been able to understand himself more, realize what he wants to do, where to develop, has become more independent, and has developed self-control skills, then we believe that the quality of education that should be provided in a lyceum has been achieved.

N. What do you see as the optimal system for assessing student knowledge? How is this system built in your school?

DF. I think that the optimal assessment system has not yet been created.

Our lyceum has implemented a cumulative system of final grades. We think it's best suited for high school. The essence of this system is that the main types of assessment procedures are determined (test work, creative work, etc.) and they are assigned different coefficients in the final mark. Each educational department at the lyceum develops an appropriate assessment formula for its subject area.

This approach, firstly, allows the student to independently build a trajectory for achieving the maximum result - the highest grade for the educational period, and secondly, it reduces the subjectivity of the teacher’s position.

N. What, in your opinion, should determine the content of education? What elements should it include? How do you build the content structure of your educational program?

DF. The key point here is the definition of educational outcomes. Without their specific formulation, it is impossible to talk about the content of the educational program.

It is necessary to develop a program based on educational results. That is, you first need to formulate these results, then determine possible ways to achieve them, and then understand how to measure them.

At the lyceum, the situation is complicated by the fact that we implement eight different areas of study - from “Mathematics, computer science and engineering” to “Oriental studies”. And, in addition to general universal educational results, each of them must have its own specific results. Let's say that lawyers, if we talk about personal results, have professional ethics.

Now we are just thinking about this issue and, based on an understanding of the educational results that we want to achieve, we are drawing up educational programs for the areas.

N. How would you define an ideal educational environment?

DF. An ideal educational environment is a diverse environment that is designed based on the needs of the child and in the process of joint activities with the child.

N. To what extent does the environment organized at your school correspond to your ideal ideas about it?

DF. It does not yet correspond to ideal ideas, and this is due to two factors.

Firstly, we have many students. The lyceum has the largest high school in Russia (more than 1,500 people), which means the children’s desires and needs are very diverse. We cannot satisfy all of them yet.

Secondly, there are space limitations: we have standard buildings, which does not allow us to create the desired educational environment.

N. What types of curricular or extracurricular activities, in your opinion, are lacking in secondary schools today?

DF. Here we need to talk about a specific school, but if we try to talk about all of them at once, I will note that the pedagogical community has not yet developed a large “bank of forms of independent educational activity for students.”

We have well-developed formats where the student takes a passive position, and there is not always enough variety of individual independent and small-group activities, and students sharing the resulting experience.

This concerns educational activities. If we talk about extracurricular activities, I’ll say about high school.

The circumstances in which we live require a graduate to obtain a high result at the Unified State Exam or at the Olympiad. In this regard, there is a huge temptation to structure these two years according to a very utilitarian model, which is, in fact, training to achieve these results.

We are deeply convinced that it is in extracurricular activities that non-utilitarian things should happen, there should be many activities that may, at first glance, seem unnecessary and which cannot bring the student immediate concrete results.

Thus, the lyceum has an elective course in the Norwegian language. Why not? It is important that the child has the opportunity to try to do what he wants.

And one more aspect, if we are talking about specialization in high school, is providing the opportunity for children to try themselves in other areas of interest to them, for example, allowing a mathematician to analyze poetic texts, and allowing a humanities student to study programming.

N. What approaches, techniques and activities used in your school would you recommend disseminating to all schools in the country (or even the world)?

DF. We are still “babies”: the lyceum has only existed for four years, and it seems to me too early to talk about any approaches, techniques and types of activities that we would like to spread throughout the world.

Also, due to the fact that the lyceum is a structural division of the National Research University Higher School of Economics, and due to the fact that for us one of the important educational results is research competence, we know how to work with students related to their project and research activities.

In addition, at our lyceum we have a strange subject called TOK (from the English Theory of Knowledge, theory of knowledge), which came from the International Baccalaureate system, but we have rethought it. It solves two problems: with its help we try to create a holistic picture of scientific knowledge and, in the context of this, increase the level of critical thinking among students.

I think this is very important and could be of interest to other schools.

N. A teacher as a person and as a professional - what qualities should he have?

DF. I would highlight two key points here.

I am convinced that a teacher does not have to love children. You don’t have to love children - you need to create a space of interest, interaction and technology that will allow the student to independently move towards knowledge. I can be a wonderful person, I can have great relationships with students, but it may not be effective at all.

In addition, a professional teacher, especially in high school, must be able to do something other than teach. Today, a standard situation is hardly possible: a person graduates from a pedagogical university, goes to school, works there for 20 years, and has no other interests other than work.

Both international research and our experience show that a teacher who has some hobbies becomes a hundred times more interesting and meaningful for students.

Yes, as a director, it can be more difficult for me with such teachers, because you tell him: “Today there is a meeting at 15 o’clock,” and he replies that he has mountaineering at this time and this is his passion. I may find this difficult to perceive, but at the same time I understand that if a person has something else besides work and is professional there, then this has a positive effect on his interaction with students.

N. How do you select staff?

DF. The lyceum has many university teachers, and not only from the Higher School of Economics - this is our first feature.

The second feature is that, I admit, it is quite difficult to get to us without an acquaintance: recommendations from those who have been working at the lyceum for several years and understand our specifics well, see that a new person will not only fit the formal requirements of experience and skills, but will also organically fit into the lyceum environment.

We have a special atmosphere here, a certain attitude towards the interaction between an adult and a child: it must be on equal terms, the adult must understand that his task is to ensure the student’s progress, and therefore he, first of all, should not answer the lyceum student’s questions, but ask them.

It is not so easy for a new person to join the lyceum environment, and therefore the heads of departments are the key figure in the selection of teachers. They know the professional community and, when inviting someone to work at the lyceum, they understand whether this person fits the existing context and format. This is the main way of recruiting, and, as it seems to me, the future lies in such networking interactions.

INFORMATION ABOUT ADMISSIONS AND RECRUITMENT
WILL BE AVAILABLE DURING FEBRUARY 2020

What is the HSE Distributed Lyceum

Distributed Lyceum of the National Research University Higher School of Economics: brief history, figures, facts

As part of the creation of a system of pre-university training for high school students in Moscow, in 2014, the Higher School of Economics opened the Lyceum, as well as its specialized classes and groups (hereinafter referred to as lyceum classes/groups) in Moscow schools, which provide pre-professional education for students in grades 10-11.

Moscow schools in which lyceum classes are opened are assigned the status of “Higher School of Economics Distributed Lyceum School” (hereinafter referred to as the HSE RL school).

Distributed Lyceum HSE is a union of lyceum specialized groups and classes of educational organizations of secondary general education and the National Research University Higher School of Economics, the Higher School of Economics Lyceum, a form of cooperation and interaction between them.

Interaction between the schools of the RL HSE and the National Research University Higher School of Economics is carried out on the basis of cooperation agreements.

In the spring of 2015, cooperation agreements were concluded with 20 schools of the Higher School of Economics within the framework of the HSE Distributed Lyceum project.

The concept of the project at the stage of creating the HSE RL

For high school students of the HSE RL, this is an opportunity to receive a lyceum education according to the HSE Lyceum programs, standards and areas of study at the HSE National Research University on the basis of their educational organizations.

Project goals:

• Achieving a high level of specialized training for students in grades 10-11.
• Attracting motivated and talented schoolchildren to the number of HSE students who have been trained in adapted educational programs created on the basis of the goals, directions and standards of the HSE Lyceum and the University.

10th graders: “St. George’s Day” - change of educational direction / ind. curriculum

Dear 10th graders!

Between December 3 and December 13, 2019, you can submit application (download) about moving to another area of ​​study or about changing the individual curriculum within one’s area of ​​study. The document must contain the parent's signature confirming consent. For more information about the procedure for transferring to another field of study or changing the individual curriculum, see the memo. Be sure to read this information before applying!

Memo for a 10th grade student about changing the direction of education / changing the individual curriculum within the direction of education

1. Think about your decision.
2. Discuss your decision to transfer with your parents (legal representatives).
3. Conduct an interview with the senior teacher of the building or the curator of the Distributed Lyceum, and present with arguments the proposed changes to the individual curriculum.
4. Write an application for transfer (from one direction to another or about changing the individual curriculum within the chosen direction).
5. Sign the application from your parents (legal representatives) / obtain their consent with your choice.
6. Apply, during the period from December 3, 2019 to December 13, 2019, for training in classes of the Distributed Lyceum of the National Research University Higher School of Economics - to the curator of the Distributed Lyceum (room No. 40, B. Kazenny), for training in specialized classes (room No. 36, B. Kazenny) - to the secretary.
7. Find out which subjects (in case of “academic differences” in the curricula) will need to be mastered independently and passed until March 1, 2020. Academic differences arise when changing a basic level to an advanced level in an academic subject and when adding a new academic subject to an individual curriculum.
8. Write, if necessary, a paper on a core subject (classes of the Distributed Lyceum). The schedule will be agreed no later than December 16, 2019.

   PROFILE	Writing a specialized subject
   RL "Humanities"	Literature/history
   RL "Economics and Social Sciences"	Mathematics (in depth), Social studies/history
   RL "Oriental Studies"	Story
   RL "Design"	Sociocultural awareness
   RL "Psychology"	Biology
   RL "Jurisprudence"	Social science
   RL "Economics and Mathematics"	Mathematics (profile)
   RL "Computer Science, Engineering and Mathematics"	Mathematics (major), computer science/physics
   RL "Natural Sciences"	Chemistry, biology

9. View the decision on the application
   • for training in classes of the Distributed Lyceum of the National Research University Higher School of Economics - with the curator of the Distributed Lyceum;
   • for training in specialized classes - with the senior teacher of the building.
     A) in case of a positive decision and your consent to the terms of the transfer (if there is an academic difference), obtain from the senior teacher of the building information about the date, time, and place of the intermediate certification in the disciplines of “academic difference”;
     b) in case of a positive decision and disagreement with the terms of the transfer, withdraw the application from the senior teacher of the building on time until January 9, 2020.
10. Get acquainted with the order to change the individual curriculum from the curator of the Distributed Lyceum or the senior teacher before January 9, 2020.
11. Start training sessions January 9, 2020 in accordance with the individual curriculum approved by order of the director.

Remember! It is no longer possible to change the direction of study in 11th grade!!!

For further clarification on training:

• in the classes of the Distributed Lyceum of the National Research University Higher School of Economics You should contact the class curator of the Distributed Lyceum - Lyudmila Ivanovna Akovantseva ( e-mail: [email protected]);
• in specialized classes - to senior building teachers:
  - on B. Kazenny - Borutskaya Olga Borisovna ( e-mail: [email protected])
  - on B. Trekhsvyatitelsky - Natalya Sergeevna Filippova ( e-mail: [email protected]) or Sergei Alexandrovich Romanov ( e-mail: [email protected])

Contacts:

For all questions related to recruitment and training in grades 10-11 at the Distributed Lyceum of the National Research University Higher School of Economics, you can contact the curator of the Distributed Lyceum

Akovantseva Lyudmila Ivanovna

e-mail:[email protected]

The lyceum, part of , opened in September 2013. This is the first educational institution in Moscow that began to work according to the new standard of secondary education.

Enrollment for now is only for 10th grade.

First, at the application stage, future lyceum students choose one of six areas: socio-economic, mathematics and computer science, humanitarian, legal, oriental studies, design. Then, after entering the Lyceum, they complete the formation of their curriculum. If someone, having begun to study seriously within the framework of the direction that he initially chose, realizes that he made a mistake with his choice, then he will be able to change it.

There are no traditional classes at the Lyceum. Students are divided into groups depending on their chosen curriculum. Classes are taught by experienced school and university teachers who develop original programs using the methods and resources of the National Research University Higher School of Economics. The Lyceum develops theoretical thinking and meta-subject skills necessary in any profession. Several foreign languages ​​are taught at the Lyceum: English, German, French, Spanish.

Education is free - the Lyceum is subsidized by the Moscow Department of Education. To enter it, you must have permanent or temporary registration in Moscow. All graduates receive a state certificate of secondary general education. To become a student of the Lyceum, you must pass several entrance tests, including written assignments and an interview. Admission conditions are transparent and the same for everyone.