Graduate of this university: University graduate in 2013. Faculty of MT department MT3 - Mechanical Engineering Technology, specialist - training 6 years

Studied before introduction of the Unified State Exam and bachelors, so I can’t say for sure about the current situation, however:

Advantages of the University
1. Name. Baumanka, ept. When I told everyone where I was studying/that I had graduated, everyone’s mouths dropped open. Only one guy I know turned out to be cooler - he studied to be a pilot))

2. Base on technical faculties(with rare exceptions, as discussed below). Many teachers give good knowledge. At least qualitative thinking can form.

3. PS7 is quite a profitable specialty. But I was not at PS7)((

There were many more disadvantages for me:
1. Too much load. I lived in the region and went to school for 2.5 hours from door to door. In total, it took 5 hours to travel. I wanted to learn, so I figured it out and did everything myself. They asked so much that I slept 3 hours a day. And so the first 3 courses. On the 4th my nerves couldn’t stand it and I said to hell with everything - it turns out this is physiologically determined. The result is C grades in coursework in the diploma. Damn, even if you count the hours according to the curriculum, it turns out that you will have no free time at all during the day. And this is in your best young years. Bullshit. Maybe it’s easier for Muscovites, but I’m not a Muscovite, and I can’t say anything about this.

2. Difficult schedule. There are only 2 main buildings, there are a lot of faculties, there are apparently not enough teachers, so the class schedule is wild. There is no lunch break - hello gastritis (you'll be lucky if the teacher lets you leave the class). Classes can be scheduled at any time without regard to convenience. In our second year it was just great - Monday - until 19.00, Tuesday - at 8.30, Wednesday - until 21.30, Thursday - at 8.30, Friday - until 19.00, Saturday - at 8.30. And imagine that it takes me 2 hours to travel one way. I arrived - sleep for 5 hours and go back. And you still need to study! Rave. These people apparently believe that students are made of steel and there is no need to look after their health. There has never been such a dull rhythm of life.

3. Outdated material resources and lack of normal practices. On MT - exactly. You will graduate from this faculty and not be able to do anything. Because there are no new machines, no CNC, there is no practice anywhere, because there are no new factories. The result is that you will be taught the technologies of the 1970s. You will come to work, and they will send you away, or they will arrange you as an intern for a salary of 10 thousand until you learn something normal. Are your 6 years of brain-fucking worth then the same brain-fucking with work and a not-so-big salary? I think not.

Study summary:
In my last year I became interested in vocals - I turned out to have an opera voice. And damn it, I still can’t finish my studies as an academic singer. Because when I left Baumanka I had chronic gastritis and tonsillitis (constant, incessant sore throat) - thanks for this to the idiots who draw up the schedule and prescribe the curriculum. While I was treating this/figuring out what was wrong, a lot of time and money was spent on treatment (100 thousand for a sanatorium in Estonia, then another 100 thousand a year for LoRa). For the first two years I could barely sing at all, I could barely get to work, I could barely walk - it was so bad. Thank you Baumanka. Physical form it became much worse - I played volleyball before university - when I started studying there, I immediately noticed how my jump was falling. Well, it all ended with chronic diseases, as I wrote above. And my only fault is that I really wanted to study! Well fire. Further - normal work I couldn’t find one that could be combined with further studies. After graduation, you go to the factory for a salary of 20 thousand, 5 days a week from 8 to 17.00. It’s hard to study, there’s no money. Any serious company will require you to have English, which is taught there mediocrely, knowledge of 3D programs, CNC, etc. What you don’t know because they don’t teach you. You will have to somehow learn at the factory (if there is one), and time is not flexible. There is no work with a free schedule at all (except for students to draw drawings, which is not serious). In short, you can forget about providing yourself with another second education (for a fee, it now costs 400k) - you will have to seriously supplement your specialty after graduating from a university for more than one year. Maybe by the age of 27-30 you will become a specialist. What is this? That's right - it's bullshit. Not without reason best student of our group (almost a legend of the flow)) does not work in his specialty and only one person from the group works in his specialty - his dad chief designer at the factory.

The result is that I regret studying at this university. I got a bunch of health problems and didn’t get a decent specialty. Unless military department abandoned the army.

I support

I bring to your attention a note about the department “ Computer systems and networks" (IU6) MSTU im. Bauman, which I graduated from three years ago. Commented on the main subjects and the educational process in general. Told what they don't talk about in admissions committee. There is no doubt that Baumanka has very strong teachers who keep up with the times, and whose lectures are truly interesting. But, unfortunately, for the PS6 department this is rare...

General subjects

Fundamental base (mathematics, physics, theoretical foundations electrical engineering, etc.) is given in full. It depends on the teacher, but in general, fundamental sciences are taught at a high level.
Two semesters of drawing. I agree that a future engineer should have basic concept about engineering graphics, but two semesters is too much.
Fundamentals of instrument design. Here, a device means a combination of gears and shafts. They force you to do homework on calculating these shafts. Has nothing to do with electronics or specialty. It is not clear how this subject even got into the program.
I am very glad that there are no strength of materials science, materials science and other subjects that are not needed by an IT specialist (at MSTU, strength of strength and materials are taught in 90% of specialties).
I’m not saying anything about general humanitarian subjects, because the term “University” implies their study.

Special items

Algorithmic programming languages

Two semesters.
First semester - Pascal. I liked everything: structured and clear.
Second semester - C. The teacher mixed C and C++ together, talking about loops, functions, classes, virtual methods. Nothing was said about the difference between the two languages. The knowledge test is rather weak: the most difficult thing that had to be done during the exam was to write the declaration code for class A with two numeric fields, from which class B with one additional field is inherited.
I think big mistake teach the basics of programming and talk about classes, but say nothing about basic principles OOP and design patterns. Other subjects that could provide at least a basis for OOP and programming culture, in curriculum not provided.
There is also not the slightest hint of the study of classical algorithms and data structures (lists, trees, etc.) in the curriculum.

System programming

Learning x86 assembler, a very useful course, because... gives you an idea of what's behind every line of c/pascal code.

Computer graphics

The teacher gives everyone a drawing of some flat figure(sectional view of a machine part, for example) with dimensions. You need to write a script for AutoCAD in AutoLisp that will draw this figure.
For comparison: in the second year of the Computer Science and Computing Complex at Moscow State University, students were then asked to write image recognition and rendering of various scenes in directx/openGL in C++.

Peripherals

1) LABA: magnetic tape drive, write a few bytes of information, read these bytes, look at the signal from the magnetic head with a barely alive oscilloscope on which nothing is visible, sketch the oscillogram in the report and “draw conclusions” - the final point that should be in any lab for every subject.
2) during lectures, he read fragments from selected last year’s student abstracts under dictation, convincing us that we need to write down every word, because “British scientists have proven that with this approach you remember better”
3) abstract. The content is almost not checked; the necessary and sufficient requirements are: the presence of a title page, a table of contents and a list of references.

Information security

1) 15 lectures in which the teacher gave dictated excerpts from the legislation of the Russian Federation on the topic of trade secrets, the creation of malware and other stuff that is often searched on Google. There was not a word about security and encryption algorithms.
2) Laba. Select an algorithm and write an encryption and decryption utility. The similarity of the programs among students and the correctness of their work were not checked. Only the paper was translated, printing reports with program texts.

Scientific organization of engineering work

Half of the lectures are dictation and regular reminders of how important it is to comply with them. What especially killed me was the seminar, where the teacher dictated for an hour and a half and showed examples of how to draw up a “list of information sources used” at the end of the course book or homework.

Computer design

1) The lectures were held at a wild pace, complex drawings and formulas were drawn on half a board about water cooling, load calculations, etc... The teacher spoke 200 words per minute. It’s impossible to write everything down, and it’s even more difficult to figure it out from fragments. The list of recommended literature, in my opinion, was too long to be completed in time for the 1st semester exam.
2) Exam. You write the answer to the ticket, go up to the teacher, he reads it silently, then takes the record book and gives a grade. If a student understands what he wrote, but due to inattention he missed a letter in the formula, then the teacher does not care - minus a point. To get an A, you need to reproduce the lecture material almost verbatim. Fortunately, the bachelor's program included a credit in this subject. Only engineers took the exam. In my opinion, among those who did not cheat, everyone received a C or lower. The only “A” in the class was given to a notorious poor student: because the content of the spur for this ticket was ideal.

Operating systems

1) The lectures are quite interesting, mainly based on Tanenbaum’s book.
2) The labs were related to Win98, for example: configuration automatic installation systems or studying the download log (it was 2004).

Electronics

Fundamentals of semiconductor technology. How transistors, amplifiers, generators, etc. work. Previously, this course was three semesters, then the plan changed and the course became one semester. But the teacher did not reduce the amount of material; he referred students to books. If memory serves, there were about two hundred questions for the exam. Even if you spend everything free time during the semester, you still may not have time to complete it.

Circuit design

An intermediate link between a transistor and an arithmetic logic device. The material is very readable and understandable. By the way: electronics, circuit design and the basics of computer construction are taught by three different teachers.

Basics of computer construction

1) 30 years ago, almost all blocks used delay lines that have not been used anywhere for a long time
2) the exam requires an answer word for word, and the drawings must be isomorphic: if you come up with an “adder” that is better than what was explained in the lecture, you get a bad mark, because “I didn’t tell you that, you don’t know what an adder is!!! »
3) a person who was developing firmware for large FPGAs went to this teacher to retake the exam several times.
4) LABA: the task is given to write a program for the MK51 microcontroller, for example, calculating a*a + 3*a + 5. It is carried out on the oldest stands, the program is driven into the microcontroller using hex codes. Those. It is required not just to write a program, but to translate it according to a table from assembler into command codes and enter it into memory character by character. One careless mistake - nothing will work and everything needs to be done again.

Microprocessor systems

The material about microcontrollers is presented in a structured and understandable manner. Course projects everyone is different, changes almost every year, and has a connection with reality. Our labs took place on outdated stands, but I heard that new generations took these labs on freshly purchased design kits with AVR microcontrollers, which is much more interesting and enjoyable.

Parallel computing systems

The idea was good to teach such a course, but the implementation was unsuccessful. I got the impression that the lecturer who taught this course did not understand the subject. I read it according to a manual written by another person, and kept making mistakes. The cohesion of the material was weak. Students who were interested figured it out themselves and corrected the teacher during the lecture. The exam grade was based on personal sympathy and attendance. There were people who were preparing for the exam, answered adequately, and taught three, saying “you’re saying it wrong, everything is really wrong!”

Local and Global Networks

Here you had to sign the attendance sheet for lectures.
Those who skipped half the lectures, but learned everything, passed this exam very difficult. Even with the correct answer, the teacher shouted “no, it’s wrong,” and when asked to explain why, he continued “you don’t know anything at all, I won’t talk about this topic.”
For those who visited, it was different. A real conversation between a teacher and a student who attended all the lectures:
P: What is the speed of Fast Ethernet?
S: yyyy... I don’t know
P: What is the speed of Gigabit Ethernet?
S: yyyy... gigabit
P: well done... give me the record book, five

Corporate networks

One of the few subjects where relevant material is taught. The volume is large, but this knowledge can really be useful to everyone. I found it very useful when I was setting up a home network of 4 nodes, some of which had to go through a VPN with a UK address.
The exam contains questions both on setting up various services (DHCP, DNS, Active Directory, etc.) and on general principles building corporate networks. You must answer in writing and in detail, describing each setup step. The labs are interesting, you need to configure network services between several virtual machines.

Digital Signal Processing

A very interesting course. The lecturer heads a department that deals with very interesting things and high-performance DSP-based systems.
Laboratory work is carried out using modern design kits from Texas Instruments.

State exam for bachelors

Writing. Three items ( operating systems, local networks and circuitry). The tickets were almost exactly the same as what had happened previously in the exams in these subjects (i.e., the volume of material in each subject had not decreased - in fact, three exams in one day). Tickets were issued in 10 days. Only two people (one of them was me) decided to pass this exam without cheating. In one subject (networking) I was given 3 points because I wrote the answer in my own words, omitting things that were obvious to me. The appeal put everything in its place, but it left an unpleasant aftertaste. Those who found the correct answer in their spurs received A's.
I wonder what the teachers expected from the students when they informed them about the triple exam in 10 days? What will they take and learn, especially when they have to defend their diploma in two weeks?

About the educational process in general

- teachers say “we teach you to study, to acquire knowledge on your own,” although a significant part of the exams boils down to the fact that you need to reproduce the lecture material verbatim. If you told it in other words, you can get three.
- it’s better to get a D, because the dean allowed Cs and Bs to be retaken only in exceptional cases: if in the last year it is clear that a person could have had a diploma with honors, but one C gets in the way.
- if you do homework conscientiously, it takes an insane amount of time, and there is almost no time left to study something interesting. Most of the proposed assignments and coursework teach little, except to go to the teacher several times and stand in line to show a draft.
- as a rule, when handing in coursework and homework, the teacher is most interested in the formatting, front page and strict compliance with GOST standards in the text, formulas and drawings. GOST for registration text documents changed three times in the last 20 years. Not every teacher followed the new guests, so I often had to discuss this topic with them; sometimes it was easier to do it according to the old guests.
- teachers look very askance, some even with hatred, at working students, especially if they were unable to attend one of his lectures or complete their coursework on time.
- in many subjects, students present sign their attendance sheets. Those who have gaps in their paper (it’s different for each lecturer, but on average three or more), the teacher deliberately fails in the exam, even if the person has independently mastered two thick books and answers correctly.
- in most exams they don’t ask additional questions; a well-written answer to a ticket question is most likely 4 or 5. In other words, if you haven’t studied the subject, but copied it well and did it smart look in front of the teacher, you will get good grade. Of the exceptions (where additional questions could radically change the assessment) I only remember the math and the theoretical foundations of electrical engineering. What I mean is that the knowledge test here, in my opinion, is weak. One of the teachers in our department says “I used to ask additional questions, but then I stopped so as not to get upset again.”

Curiosities in the dean's office

- a classmate went to France for a two-year internship, after returning he had to finish his studies last course. When he returns from France and comes to study in September, a surprise awaits him: according to his papers, two years ago he went to the academy and did not return from it. Someone mixed up something in the dean's office while working with papers. In the end, he managed to recover, but at the cost of an unimaginable amount of nerves: running with a pile of papers from office to office and proving that it was not the camel, but the aunts who were very nervous because they were torn from solitaire.
- one student had a C grade in his first year, and in the fourth year he decided to retake it in order to receive a bachelor's degree with honors. Retaken. He was given a diploma with red crusts, but with a C in the insert.
- another one was told in the middle of the third year that they would not be allowed to take the session because he supposedly still had not passed the exam for the first year - some piece of paper just got lost.
- I understand that people are not made of iron and no one in the dean’s office is immune from mistakes, but in my opinion, there were too many of them during our studies.

Afterword

In general, the article talks about the problems and disadvantages of the PS6 department, which, in my opinion, are much more numerous than the advantages.
In no way do I want to offend Baumanka as a whole.
Firstly, from conversations with students of the PS5 department, their curriculum seemed to me much more IT-ish, besides, there is only one semester of drawing, they threw out the course on calculating shafts and gears and do not teach guests at lectures.
Secondly, I don’t have the slightest doubt that mechanical engineering specialties are taught here to a much higher quality than IT.
If I had known the truth about my department before entering, I would not have gone there.
But it all depends on the person: someone can learn programming on their own while studying at a dairy technical school, but someone can’t take away anything from what they were given at Moscow State University.
No institute will give complete set skills for a good job, this is impossible: in any case, you will have to complete your studies.
I don't mind obsolete items, which represent the basics, but I am convinced that the university should encourage the student’s desire to gain new knowledge and experience by working while studying, and not put obstacles by punishing missed lectures with a bad grade. V.M. Antonova, A.V. Astrakhov,
S.E. Kondakov, L.S. Kulikov,
A.V. Shcherbakov

Publication type:
Educational and methodological manual
Volume:
24 pages / 1.5 p.l.
Format:
ISBN:
978-5-7038-5043-5

The main theoretical information, used when conducting certification tests on the level of control of the absence of undeclared capabilities in the software. The static analysis of program source codes is considered. Explanations are given for the use of tools to automate this type of analysis. software. For students studying in the areas of training 10.05.01 Computer Security, 10.05.03 Information Security automated systems, 05/10/07 Counteraction to technical intelligence and students of the discipline “Certification testing of software” at MSTU. N.E. Bauman.

Carrying out certification tests of firewalls A.V. Astrakhov, V.M. Antonova, I.V. Belkov,
D.S. Koltunov, S.E. Kondakov, L.S. Kulikov

Publication type:
Educational and methodological manual
Volume:
32 pages / 2 p.l.
Format:
ISBN:
978-5-7038-5063-3

Basic theoretical information and practical recommendations to execute laboratory work No. 1 in certification tests of firewalls in the discipline “Software Certification Tests”. The main characteristics of this type of information security tools, such as firewalls, are given. The safety requirements for handling them are outlined. The features of preparation for certification tests of firewalls, their conduct and registration of the results are indicated. For students studying in the following specialties: 10.05.01 “Computer Security”, 10.05.03 “Information Security of Automated Systems”; 05/10/07 “Countering technical intelligence” at MSTU. N.E. Bauman.

Radio signals and radio devices in information systems. Part 1. Radio systems and radio signals A.I. Kupriyanov

Publication type:
Tutorial
Volume:
120 pages / 9.75 p.l.
Format:
ISBN:
978-5-7038-4968-2

Given initial information about the fundamentals of the theory and technology of radio engineering devices, radio signals and radio interference. For students technical universities, studying the discipline “Fundamentals of Radio Engineering”, which is included in educational program specialty in the field of training 10.00.00 “Information Security”, may also be of interest to specialists in the field of information security.

Radio signals and radio devices in information systems. Part 2. Basic radio engineering processes, devices and systems A.I. Kupriyanov

Publication type:
Tutorial
Volume:
122 pages / 9.9 p.l.
Format:
ISBN:
978-5-7038-4969-9

Basic information about the fundamentals of the theory and technology of radio engineering devices is provided. material base modern systems and methods and means of information security. For students of technical universities studying methods and means of ensuring information security, it may also be of interest to specialists in the field of information security.

Basic assembly language tools in high-level languages A.A. Kovgar, V.P. Osipov

Publication type:
Tutorial
Volume:
72 pages / 5.85 p.l.
Format:
ISBN:
978-5-7038-4922-4

Designed for self-study discipline "Programming languages". A description of the general sequence of functioning of program fragments in assembly language in C++ language applications is given. The principles of addressing the memory of a computer with von Neumann architecture, the structure and purpose of processor registers, and the basic processor instructions are considered. Attention is focused on the relationship between processor commands and C++ language operators and programming issues in languages high level, the understanding of which is achievable only by studying the corresponding provisions of the assembler. Each section of the manual contains questions and tasks for self-control. For students studying in the specialty 10.05.07 “Countering Technical Intelligence”.

Dynamic software analysis using fuzzing and symbolic execution methods V.M. Antonova, A.V. Astrakhov, D.O. Kuts, M.V. Mishechkin, A.A. Novikov

Publication type:
Guidelines
Volume:
24 pages / 1.5 p.l.
Format:
ISBN:
978-5-7038-4958-3

Materials for studying the software certification process are presented. The basic theoretical information necessary for performing dynamic code analysis is provided, as well as a description of the process of using software designed to perform this type of analysis. For students of MSTU. N.E. Bauman, studying in the specialties “Computer Security”, “Information Security of Telecommunication Systems”, “Information Security of Automated Systems”, “Countering Technical Intelligence”.

Digital switching and principles of building circuit switching networks Antonova V.M., Bogomolova N.E.

Publication type:
Guidelines
Volume:
32 pages / 2 p.l.
Format:
ISBN:
978-5-7038-4838-8

The publication contains materials necessary for studying the processes occurring during channel switching in information and telecommunication systems and completing the corresponding homework. The most important theoretical information used in calculating time delays in circuit switching systems is presented. The tasks that allow one to master the main stages of the circuit switching method are considered: searching and booking resources, their full occupation for the entire duration of the connection, releasing resources, as well as the tasks of circuit switching in wired access networks, at large transit and terminal nodes.

Packet switching V.M. Antonova, N.E. Bogomolov

Publication type:
Guidelines
Volume:
32 pages / 2 p.l.
Format:
ISBN:
978-5-7038-4869-2

The publication contains materials necessary for studying the various modes of the service process when switching packets and completing the corresponding homework. The most important theoretical information used to calculate message transmission times is presented. Tasks are considered that allow one to master the main stages of the packet switching method in datagram mode, in datagram mode with a virtual call and in virtual channel mode, as well as tasks for studying the “window” mechanism in link layer protocols with A-returns and resource sharing problems for asynchronous mode transfers.

August 17, 2011 at 10:24 pm

Admission to the Department of Information Security at Moscow State Technical University named after N.E. Bauman through the “Step into the Future” program. Moscow"

Good afternoon everyone.
In this article I want to continue the popularization of the “Step into the Future” program, started last night by the user vaboretti, and also dispel the myth that it is impossible for an ordinary person to enroll in the IU8 department at MSTU.

To begin with, briefly about the program: “The Russian scientific and social program for youth and schoolchildren “Step into the Future” is a whole complex of all kinds of research pursuing following goals:

support vocational training And intellectual development Russian youth in the unified scientific and educational space of Russia, promoting the reproduction of personnel for the country’s scientific and technical complex;
development of effective mechanisms to ensure interaction between science, higher and secondary education, interregional cooperation in the field of youth creativity and professional mentoring;
ensuring one of the principles public policy in the field of education - the state-public nature of education management.

But we, sinners, are interested in the Olympiad, first of all, as a way to enter the N.E. Bauman Moscow State Technical University. And not just anywhere, but one of the most difficult departments of the university (the competition for Unified State Examination students this year was 166.6 people per place).

Here brief information about this year’s enrollment: in total, about 25,000 applications were submitted to 115 departments (if I suddenly confused the numbers, please forgive me. The error is +_ 5%). Of these 25,000 applications, more than 2,000 are only for the department of PS-8 “Information Security”. There are 80 budget places at the department.

Good news: out of 80 budget places 41 - winners and prize-winners of the “Step”. Another 27 are beneficiaries and target recipients, and a total of 12 are for the general intake.

The Olympiad takes place in two stages: project defense and physics competition. Both tests are worth a maximum of 50 points, i.e. 100 points in total is the maximum. Next, the participant who scores passing points for each test receives a benefit of some type:

There is no need to talk about the physics competition. I think everything is clear to everyone: an ordinary Olympics ( test in physics).
The main (and hardest) part of the Olympiad is defending the project. Actually, the defense proceeds as follows: the jury members sit at the table, before whom you need to fully present your project, i.e. explain its pros/cons, novelty, uniqueness, etc. etc. Depending on how serious the project is and how effectively its presentation takes place, the jury assigns points.

I decided to write in C#, as the most suitable and quickly learned language.
To write the program I used the following literature:

M. Abrahamyan - “Visual C# with examples”;
Yu.M. Krakovsky - “Information security and information protection”;
A.Yu. Shcherbakov - “Modern computer security”;
N. Smart - “The World of Programming. Cryptography".

It took a lot of time to come up with the idea for implementing the project, describing all kinds of encryption mechanisms, etc. As a result, the project received 46 points out of 50.

General plan The program looks something like this:

The main essence of the project, as can be seen in the diagram above, was to layer several encryption methods on top of each other.
Encryption security was achieved by superimposing an unlimited number of ciphers of each type on top of each other:

In this case, an extensive library of ciphers was used, adapted specifically for understanding by the program.

I worked on finding and adapting ciphers for a little over a month.
For example, below is a diagram with possible number decryption combinations source text, encrypted different amounts ciphers of one type (i.e. text only, graphics only or sound only):

To record the key, it was decided to use a separate text file in which all the numbers of all encryption algorithms with the keys for each algorithm were recorded. Accordingly, decryption took place in reverse order using the key file:

True, on the night before the defense, the long-awaited insight came, and another module was added to the program, allowing you to encrypt not only graphics/text/sound, but also, in principle, any file stored on the computer. I will definitely write about this module in the coming days, because... this requires a separate post. As a result, I imagined protecting the project with four types of encryption.

And as a result, on at the moment I am a student in the department of IU 8 “Information Security of Automated Systems” at Moscow State Technical University named after N.E. Bauman.

P.S.: It is indeed very difficult to get into the PS8 department based on a general competition, but this does not mean at all that the department only accepts thieves. Thieves go to business and management, but not to technical specialties. The “Step into the Future” Olympiad is probably one of the most accessible ways to get to MSTU. The main thing is to force yourself to spend a year writing and defending a project and a physics Olympiad.
P.P.S.: When writing the article, graphic files were used from the website of N.E. Bauman Moscow State Technical University (the first 2) and clippings from the presentation accompanying the defense of the project (all other images).