- The role of the voter is complex and responsible; therefore, one should not remain captive to one's first impressions of the images of candidates, political parties, and leaders artificially created during the election campaigns. A rational and deliberate choice of candidates for power is required.
- When choosing a President, it is advisable to know at least in general terms his election program: how he assesses the state of affairs in the country; what social problems does he consider to be priorities; how is going to solve them; what he sees as the main result of the implementation of the program; how realistic and humane are the positions stated in it.
- In order to consciously vote for a particular party list (according to the proportional system), it is advisable to obtain general information about the activities of various parties: what are their ideological and political orientations; Are they humanistic; Did the party run for the State Duma before, which of its representatives sat in parliament, how the party group showed itself. Further, similarly to what was proposed earlier, the essence of the pre-election party program is determined and evaluated.
- When choosing candidates under the majoritarian system, it is advisable to personally participate in meetings with them. At the meetings, it is advisable to determine: how deeply and fully the candidate is aware of the state of affairs in the district; what problems to improve people's lives is going to be solved and in what ways; are they effective. You should also find out whether the candidate possesses the qualities necessary to fulfill his election promises and protect the interests of the voter (competence, decisiveness, purposefulness, decency, humanity, commitment, willingness to take responsibility).
Comparison of the information received with your own views, needs and expectations will allow you to determine the most acceptable option for yourself. Further, on the basis of biographical information, it is necessary to identify and evaluate the personal qualities of a potential leader. The assessment criterion can be the provision of Chapter 4 of the Constitution of the Russian Federation, which reveals the role of the President as the head of state.
Document
From the Federal Law "On Political Parties" (June 2001).
Article 36. Participation of political parties in elections and referenda.
1. A political party is the only type of public association that has the right to independently nominate candidates (lists of candidates) for deputies and other elective positions in government bodies.<...>
3. A political party has the right to participate in elections and referenda independently, as well as to join electoral blocs with other political parties, other all-Russian public organizations and all-Russian social movements in the manner prescribed by electoral legislation.
4. When nominating candidates (lists of candidates) for deputies and other elective positions in state and local government bodies, a political party and (or) an electoral bloc must publish their programs in the manner and terms established by electoral legislation.
Questions and tasks to the document
- What rights are vested with political parties - participants in elections?
- Using a specific example, reveal the exercise of the party's right to join electoral blocs.
- Why are political parties and (or) electoral blocs obliged to publish their programs in advance, on time?
- According to the law, clause 1. Art. 36 will enter into force two years after the publication of the document. How is the future fate of socio-political movements and other public organizations that previously took part in the elections? Explain your answer with examples.
Self-test questions
- What is the electoral system?
- What are the similarities and differences between the majoritarian and proportional electoral systems?
- How does the concept of "multi-party system" differ from the concept of "party system"?
- What typologies of political parties do you know? What is their essence?
Tasks
- At the parliamentary elections in Great Britain in 1945, many did not doubt that the success was guaranteed for the leader of the Conservative Party, Prime Minister W. Churchill, one of the main organizers of the victory over Germany in World War II. However, the leader of the Labor Party, K. Attlee, won the elections in the spring of 1945, who looked like an insignificant figure next to W. Churchill, but offered the voters a broad and concrete program for the country's development. Make all possible conclusions from the given fact.
- Based on the knowledge of Russian history, the material of the paragraph, determine whether the Supreme Soviet of the USSR was a parliament. Give reasons for your answer.
- Based on the classification of political parties, describe the Liberal Democratic Party of Russia, the Communist Party of the Russian Federation, Yabloko, United Russia.
- Find out which of the State Duma deputies is the representative of your constituency. Prepare questions for conversation (interview) with him.
The thoughts of the wise
"There is a minimum level of education and awareness beyond which any voting becomes its own caricature."
I. A. Ilyin (1882-1954), Russian philosopher
To the next generation. "Do you agree with this statement? Give reasons for your answer.
The German poet and scientist JV Goethe wrote: “Every life, every activity, every art must be preceded by a craft that can be masteredonly with a certain specialization. the acquisition of complete knowledge, full skill in the field of one subject gives more education than taking half a hundred different subjects "do you agree with this statement, give reasons for your answer
it is necessary to analyze this document based on these questions: 1) how does the author of the text relate to globalization? 2) how do you understand the words-the ability to drawthe best that is on both banks.? 3) why is Russia's position one of the sources of its prosperity? 4) What is the connection between the proposed text and the content of the paragraph?
Today Russia is a bridge between two oceans, two centers of economic power. By the will of fate, we straddled the path “from the English to the Japanese”, as in the old days the path “from the Varangians to the Greeks”. We got a bridge between two civilizations, and we already have the opportunity to draw on the best that is on both banks - if we have enough intelligence, as our ancestors got it from the Byzantines, and from the Varangians - a sword. This is a circumstance given to us by nature and history; it can become one of the most important sources of our prosperity and stability. And our niche in the global community. The fact is that this bridge is needed not only for us, but for everyone. Not only Russia, but also the European Peninsula, and the developing Pacific region, and even America. The whole planet needs this bridge! This is where our niche, traced by fate, lies - the north of the Eurasian supercontinent. This niche does not divide, but connects peoples, does not oppose anyone and does not threaten anyone. Our great national goal is not to assert our ambitions in Europe, not to implement Eurasian doctrines and utopias in the spirit that the Eurasians preached in the 1920s, but to transform the north of the Eurasian supercontinent, this bridge between oceans and different civilizations, into a super strong, reliable working structure.
pressure. Ash asked students in a group of eight to compare lines of different lengths.<...>This task was easy enough. In the control situation, when the group did not push the person to the wrong choice, 95% of the participants correctly found 12 identical lines, and for the participants in the experimental group, the situation changed: they were faced with the results of a social agreement that contradicted their own eyes. Before the subjects made their own judgment, they heard five other students (actually the experimenter's assistants) unanimously agree with the apparently wrong answer. Did the deceived subjects hold on to their own opinions and give the correct answer, or did they walk with the crowd?<...>Only 25% of these participants did not notice the obvious error of the group and gave only correct answers. The other 75% responded contrary to their own feelings and to some extent were inferior to the opinion of the group. While none of the participants agreed with all of the group's responses, one subject yielded to the group’s opinion on 11 of 12 occasions.<...>The member, who was 11 out of 12 times the group's opinion (more than any other), later stated that he hesitated due to the seeming confidence of other members of the group. He said that he really believed the others were right and thought that he alone was the victim of some kind of "illusion." Asch's research has shown that when faced with a strong group opinion, people sometimes agree, even though they think others may be wrong. In addition, they sometimes think others are right and question their own feelings if their group members seem confident enough. Questions and tasks: 1) What socio-psychological phenomenon, described in the paragraph, studied Solomon Ash? 2) Based on the knowledge of the previous paragraph, determine to which type of social group the group of students gathered by Ashem can be attributed. 3) How many stages of the experiment are described in the text? How did they differ from each other in terms of conditions and results? 4) How were the participants in the experiment distributed depending on the exposure to the influence of the group? What conclusions does the experiment lead to? 5) Ash conducted experiments with unfamiliar students who met during a short experiment. Based on your own experience, give examples of the influence on the personality of a close-knit group, where the good attitude of its members is highly valued and group opinion exists. Answer the above questions. Thanks in advance :)
Vasily Osipovich Klyuchevsky (1841-1911) is the author of many works on Russian history, but the main one, undoubtedly, is the "Course of Russian History" offered to the reader's attention. In the published lectures, the author highlights the main elements of his concept and the general periodization of Russian history. The narrative covers the most ancient period of Russian history, "specific centuries", the development of the Russian state until the middle of the 19th century. The first volume contains thirty-two Lectures (I-XXXII) of the Russian historian.
History of Russia since ancient times. Book ... Sergei Soloviev
The sixth book of the works of S.M. Solovyov, the eleventh and twelfth volumes of "History of Russia from Ancient Times" are included. They set out the events during the reign of Alexei Mikhailovich, i.e. Russian history is covered from about the end of the 50s to the middle of the 70s of the 17th century.
Prince of Taurida Nikolay Heinse
Warrior, diplomat, brilliant courtier, Prince G. Potemkin is better known as the favorite of Catherine II. The true significance of this extraordinary person for the history of Russia can be determined based on historical knowledge. The novel by N.E. Heinze is based on real events.
Prince Frederick of Homburg Heinrich Kleist
Kleist drew material for the drama Prince Friedrich of Homburg from Russian history. In its center are the events of the Battle of Ferbellin (1675), which largely determined the further fate of Germany. Kleist, as usual, very freely dealt with this historical episode, thinking a lot and completely changing the image of the protagonist. The hysterical Friedrich of Homburg looked very little like the romantically enamored youth that the playwright had portrayed him. Notes by A. Levinton. Illustrations by B. Sveshnikov.
Russia XX century. 1901-1939 Vadim Kozhinov
This work is addressed to the latest, and in many respects directly to the modern pages of Russian history. The author set himself the task of seeing and comprehending the diverse phenomena of the country's fate not from the point of view of one or another ideological tendency, but in the light of the entire more than 1000-year journey. This approach is demonstrated by the author, setting out the events of the October Revolution, the Civil War, collectivization and 1937–39. Since the beginning of the so-called glasnost, many works have appeared, setting out many previously hushed up facts of our history. ...
Secrets of Stalinist diplomacy. 1939-1941 Mikhail Semiryaga
The author, a well-known Soviet historian, examines the Stalinist concept of the foreign policy of the USSR in 1939-1941, its implementation and concrete results. Based on previously unknown and little-studied sources, he gives new assessments of such historical facts as the conclusion of the Soviet-German non-aggression pact and the signing of secret protocols, events in Poland, the Baltic States and Bessarabia, the Soviet-Finnish war, Molotov's negotiations with Hitler in November 1940. . in Berlin, the crime in Katyn, etc. With all the controversy of a number of copyright ...
"PETER THE GREAT, Historical research Kazimir Valishevsky
Kazimir Waliszewski (1849-1935) is a well-known scientist: historian, economist, sociologist. Studied in Warsaw and Paris, in 1875-1884. taught in Krakow, from 1885 he permanently lived and worked in France. In 1929, for his great contribution to modern historiography "was awarded the award of the French Academy of Sciences. Author of a number of books on the history of Russia, among which the most famous are Peter the Great (1897), Daughter of Peter the Great (1900), Ivan the Terrible (1904), Son of Catherine the Great (1910), Catherine the Great ( 1934). Despite the fact that many Valishevsky's assessments and conclusions today ...
Black Book of Capitalism I Yanchuk
This publication by the RUSO team of authors contains a large amount of factual material about capitalism in individual countries and its general, characteristic manifestations in the world community. On the basis of a systematic, scientific analysis, conclusions and assessments about the role of capitalism in the history of mankind are presented. The book is addressed to the general reader and may interest historians, sociologists, lawyers, political scientists, and also be used as additional material for the study of general and national history in universities.
Russian revolt Alexander Pushkin
This book brings together the works of A.S. Pushkin and M.I. Tsvetaeva, representatives of the Golden and Silver Age of Russian literature. But here they appear as historians, never for a second ceasing to be who they were - the greatest poets. Hence - the synthesis of science and art, historical accuracy and brightness of the narrative. The focus of attention is on such a phenomenon of Russian history as a riot. What are its deep roots? Why is it important to comprehend the Russian revolt based on the character and values of the era that gave rise to it? Is it really so meaningless? Is it possible ...
Interrogation of prisoners of war Sergei Surin
The collection summarizes the experience of units and formations of the Soviet Army in the method of interrogating prisoners of war, accumulated during the Great Patriotic War, and also defines the functional responsibilities of military translators of the regiment, division, corps and investigative unit of the chief of intelligence of the army. The material was prepared for publication by Major General S. I. Surin Executive Editor General of the Army M. Zakharov
In Search of Universal Consciousness Dora Shturman
In 1992, the seventh book of Novy Mir published an article by Renata Galtseva, “The Revival of Russia and the New“ Order ”of the Intelligentsia." Last year, the magazine published materials by D. S. Likhachev "On the Russian intelligentsia" (No. 2) and Alexei Kiva "Intelligentsia in the hour of trials" (No. 8). In the previous issue, Andrei Bystritsky's article "Approaching the World" was published. Today we bring to the attention of our readers the great work of our permanent author Dora Shturman “In Search of Universal Consciousness”. Rethinking the articles of the famous collection ...
Gorbachev - Yeltsin: 1500 days of political confrontation L. Dobrokhotov
This book is about the rivalry between the two political leaders, dramatic for the fate of the country, at the stage that went down in Russian history under the name of perestroika. She is documentary. The readers will learn about all the twists and turns of the exhausting confrontation between Gorbachev and Yeltsin directly from the lips of the "main characters." Fragments of speeches, speeches, interviews, statements and other materials, submitted in chronological order, paint a fairly complete picture of a political marathon lasting one and a half thousand days: from October 1987 to December 1991. Attracted by ...
ADMIRAL KOLCHAK: TRUTH AND MYTHS Vladimir Khandorin
The popular science monograph of the candidate of historical sciences V.G. Khandorina is dedicated to one of the most controversial and controversial names in Russian history, around which discussions continue among scientists and politicians - a military-political figure, the White Guard Supreme Ruler of the Civil War period, an outstanding naval commander, scientist, polar traveler Admiral A.V. Kolchak. The book, written in an accessible literary language, relies on a wide range of documentary sources and literature and represents an attempt ...
Imperial Russia Evgeny Anisimov
The book, written by the famous historian and writer Yevgeny Viktorovich Anisimov, contains complete and comprehensive information on the history of imperial Russia - from Peter the Great to Nicholas II. Before you will appear two centuries of Russian history, which in many respects determined the further fate of the country. This was the era when the foundations of the power of Russia were laid, the era of the formation of a great power. But the same time led to its fall in 1917. The text of the book, sustained in the traditional chronological manner, includes fascinating inserts: ...
Rurikovich. Historical portraits Valery Kurganov
"Historical portraits" tell about the most famous representatives of the Rurik dynasty, who ruled in Russia for almost seven and a half centuries. The author relies on the works of domestic and foreign scientists who worked with original documents, chronicle sources and the results of archaeological excavations. The events of Russian history are compared with the events that took place simultaneously among the European and Asian peoples.
In this book, Dr. East. sciences prof. D. N. Alshits expounds his concept of the initial history of autocracy. Based on the historical sources that he introduced into scientific circulation - the List of Oprichniki of Ivan the Terrible, the Official Rank Book of Moscow Tsars, as well as previously unknown literary works of the 16th century - the author shows that the oprichnina was not an accidental and short-term episode, but a necessary stage in the formation of autocracy , the initial form of the apparatus of his power. The book is written in a lively polemical manner and is intended for amateurs ...
Who finished off Russia? Myths and truth about the Civil ... Nikolay Starikov
The October Revolution became the greatest catastrophe in Russian history. In the fall of 1917, the thousand-year-old Russian power actually ceased to exist. Soviet history began with a clean slate. How could this happen? Was it an accident - or the result of a sophisticated political game? Internal affairs of Russia - or the result of outside influence? Why was Grigory Rasputin killed? Why did the Bolsheviks manage to seize power so easily? Who was behind them? Who unleashed the Civil War in Russia? Why did Lenin and Trotsky flood ...
Who killed the Russian Empire? Nikolay Starikov
Mighty and great Russia was destroyed in 1917 in a matter of months. The history of this greatest catastrophe is still largely mysterious, and there are much more questions than answers. Why did an ordinary grain riot turn into a revolution? Why did Nicholas II and his brother abdicate the throne so easily? How did it happen that just eight months after the "victory of democracy" no one wanted to defend its "conquests", virtually without resistance, allowing the Bolsheviks to seize power? Who was behind the scenes of all these tragic events? Who killed the Russian Empire? ...
The subject of study
Object of study
1)
2) practical-political
3) ideological
4) educational
Crimean War 1853 - 1856: reasons, course, results.
Causes of the Crimean War.
During the reign of Nicholas the First, and this is almost three decades, the Russian state achieved enormous power, both in economic and political development. Nikolai began to realize that it would be nice to continue expanding the territorial boundaries of the Russian Empire. As a real military man, Nicholas I could not be content with only what was available. This was the main reason for the Crimean War of 1853-1856.
The emperor's keen eye was directed to the East, in addition to this, his plans included increasing influence in the Balkans, the reason for this was the residence of Orthodox people there. However, the weakening of Turkey did not really suit such states as France and England. And they decide to declare war on Russia in 1854. And before that, in 1853, Turkey declared war on Russia.
Domestic history: subject, object, purpose, tasks, functions
The subject of study Patriotic history are the patterns of political and socio-economic development of the Russian state and society as a part of the world process of human history.
Object of study is the history of human society and human activity in the aggregate and the relationship of their main spheres: economy, social relations, domestic and foreign policy, culture.
The purpose of the course in Patriotic history: study of the main stages of the history of Russia, its place and role in the world historical process.
The tasks of the Patriotic history are: the study and generalization of the experience of the past, the identification of patterns in the development of state and legal institutions, the study of trends in the development of state and law with the aim of a possible forecast of development.
Functions of historical knowledge:
1) cognitive, intellectually developing - proceeds from the knowledge of the historical process as a social branch of scientific knowledge, the identification of the main trends in the social development of history and, as a result, the theoretical generalization of historical facts;
2) practical-political - by identifying the patterns of development of society, it helps to develop a scientifically grounded political course. At the same time, knowledge of history contributes to the formation of the optimal policy option for leading the masses;
3) ideological - in the study of history, to a large extent determines the formation of a scientific worldview. This is because history, drawing on various sources, provides documentary accurate data about the events of the past. People turn to the past in order to better understand modern life, the trends inherent in it. Thus, knowledge of history equips people with an understanding of the historical perspective.
4) educational - consists in the fact that knowledge of history actively forms the civic qualities of an individual, allows one to understand the merits and demerits of the modern social system.
The formation of the ancient Russian state. Discussions about the emergence of statehood among the Eastern Slavs.
As it is written in the world-famous "Tale of Bygone Years", Rurik and his brothers were summoned to reign in Novgorod in 862. For many, this date became the starting point for the statehood of Ancient Rus. Varangian princes sat on the thrones in Novgorod (Rurik), Izborsk (Truvor), in Belozero (Sineus). After some time, Rurik managed to unite together the presented lands under a single authority.
Oleg, a prince from Novgorod, captured Kiev in 882 to unite the most important groups of lands, and then annexed the rest of the territory. It was from that period that the lands of the Eastern Slavs united into a large state. In other words, the formation of the Old Russian state dates back to the 9th century, according to most scientists.
Aristocrats are not eternal. Whatever the reasons, it is indisputable that after some time they disappear. History is a graveyard of aristocrats ... Some aristocrats are declining not only quantitatively, but also qualitatively, as their energy weakens and the proportions of resources change, thanks to which they conquered power and retained it. [...]
The ruling class is rebuilding not only numerically, but, more importantly, qualitatively: thanks to families from the lower classes, which bring the energy and resources necessary to hold on to power. It also recovers due to the fact that it loses its most degraded members.
If one of these processes ceases, or, even worse, both cease, the ruling class will fall into decay, often leading to the decline of the entire nation. This is a powerful cause of disturbance: the accumulation of the higher elements in the lower classes and, conversely, the lower elements in the upper classes. If human aristocrats were like selective species of animals that reproduce their own kind with approximately the same characteristics for a long time, the history of mankind would be different.
As a result of the circulation of elites, the ruling elite is in a state of constant and slow transformation, moving like a river; today it is not what it was yesterday. From time to time there are surprises and violent shocks like floods; then the new ruling elite begins to gradually change again: the river, which has entered its course, resumes its usual path.
Revolutions occur because with a slowdown in the circulation of the elite or for some other reason, degraded elements accumulate in the upper strata of society, who no longer have the resources necessary to retain power, who avoid the use of force, while in the lower strata the number of elements of the higher qualities that have the potential to perform a management function and are prone to the use of force.
(V. Pareto)
|
| What does the author see as the reasons for the decline of the aristocracy in quantitative and qualitative terms? How, in the author's opinion, the numerical and qualitative restoration of the ruling class takes place (indicate two ways)?
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| What does the author see as a consequence of the decline of the aristocracy? Indicate in the text the two main signs of imbalance in society and any two conditions for the implementation of the revolution
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| The author writes that “as a result of the circulation of elites, the ruling elite is in a state of constant and slow transformation, moving like a river; today it is not what it was yesterday. " Based on the material studied in the course of national and general history, social science knowledge, give three examples illustrating the process of gradual transformation of elites.
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| Based on the material of the social studies course, indicate any three channels for recruiting the modern political elite, explain briefly the meaning of each of them.
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| What is the meaning of social scientists in the concept of "activity"? Drawing on knowledge of the social science course, make two sentences: one sentence containing information about the goals of the activity, and one sentence, revealing the characteristics of creative activity.
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| There are different types of competition. Name a type of competition that exists only in theory, and give three examples of markets that are close to this type of competition.
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| A son was born in the family of a citizen of the Russian Federation and a citizen of France living in the territory of the Russian Federation. Using social science knowledge, explain how the issue of your son's citizenship can be resolved. Give three possible ways to address this question.
|
||||||||||||||||||||||||||||||||||||||||||||||||||
|
| You have been instructed to prepare a detailed answer on the topic: "The administrative-territorial structure of Russia." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in subparagraphs.
|
Among the criteria by which the performance of task 29 is assessed, criterion K1 is decisive. If the examinee, in principle, did not disclose (or disclosed incorrectly) the meaning of the statement and the expert gave 0 points according to the K1 criterion, then the answer is not further checked... For the rest of the criteria (K2, K3), 0 points are set in the test report for tasks with a detailed answer.
| № | Criteria for evaluating the answer to task 29 | Points |
| K1 | Disclosure of the meaning of the statement | |
| The meaning of the statement is revealed. OR The content of the answer gives an indication of its understanding | ||
| The meaning of the statement is not disclosed, the content of the answer does not give an idea of its understanding | ||
| K2 | The nature and level of theoretical argumentation | |
| The presence of erroneous from the point of view of scientific social science provisions leads to a decrease in the assessment for this criterion by 1 point (from 2 points to 1 point or from 1 point to 0 points) | ||
| The selected topic (in one or several aspects at the discretion of the exam participant) is revealed based on the relevant concepts, theoretical provisions, reasoning and conclusions | ||
| The answer provides some related to the topic, but not related to each other and to other components of the argumentation of the concept or position | ||
| There is no argumentation at the theoretical level (the meaning of key concepts is not explained; theoretical provisions, reasoning and conclusions are absent). OR concepts, provisions and conclusions are used that are not directly related to the topic being disclosed | ||
| K3 | The quality of the factual reasoning | |
| Arguments containing factual and semantic errors, leading to a significant distortion of the essence of the statement and indicating a lack of understanding of the used historical, literary, geographical and (or) other material, do not count in the assessment | ||
| Facts and examples related to the thesis (s) being substantiated are drawn from various sources: media reports, materials from academic subjects (history, literature, geography, etc.), facts of personal social experience and personal observations are used. At least two examples from various sources are given (examples from different academic subjects are considered as examples from various sources) | ||
| The factual argumentation related to the thesis (s) being substantiated is based only on personal social experience and everyday ideas. OR Examples of the same type of source that are relevant to the thesis (s) being justified. OR There is only one relevant example of the thesis (s) being justified. | ||
| There is no actual argumentation. OR The given facts do not correspond to the substantiated thesis | ||
| Maximum score | 5 |
In accordance with the Procedure for conducting state final certification for educational programs of secondary general education (order of the Ministry of Education and Science of Russia dated December 26, 2013 No. 1400, registered by the Ministry of Justice of Russia February 03, 2014 No. 31205)
"61. According to the results of the first and second examinations, the experts independently set points for each answer to the tasks of the exam paper of the Unified State Examination with a detailed answer ...
62. In case of a significant discrepancy in the points given by two experts, a third check is assigned. A significant difference in scores was determined in the assessment criteria for the corresponding academic subject.
The expert carrying out the third check is provided with information about the points given by the experts who have previously checked the examination paper. "
1. If the discrepancy is 2 or more points in the assessment of any of the items 21–28, then the third expert checks only the answers to those assignments (from items 21–28) that caused the discrepancy in the assessment of the experts by 2 or more points.
2. If the discrepancy between the scores of two experts on any of the criteria K2 and K3 of task 29 is 2 points, then the third expert checks the answer only according to those criteria (from the criteria K2 and K3), according to which the discrepancy in the assessment by two experts is 2 points.
