How I did in Baumanka, or “Step into the future. Scientific directions Here are the rules that I set for myself

The beginning of the ABA or the first steps into a brighter future!

And I found information about behavioral therapy pretty quickly, in the very first days I found out that we had utism! I saw several videos and understood the general principle: a chair, a table, a student-teacher, a clear command give a banana, the child gives a banana and receives a reward in the form of food, praise or other encouragement. But at the beginning I was not carried away, there was too much information in general and the diet initially absorbed all my time and energy.

My interest in and belief in ABA began with the book by Katherine Maurice, which I mentioned above.Before I had finished reading it, I began to become more thoughtful about ABA, watched dozens of videos, trying to find the answer to what it is and how, where to start. For a long time there were no such answers. The principle was clear, give commands and encourage their implementation. But subtleties and someone's experience were needed. In my small town, I didn't even hiccup. There was a lot of information on the Internet, but general, I delved into articles and spent all my time searching. While I was looking for and bit by bit the theory, I got more and more excited about this idea, classes where you can teach, play, develop - but how to start?

Of course, I tried to study with my son before, there were School of 7 Gnomes and books at home, and we made regular attempts to study. When my son was 5 months old, we started training according to the Doman method and made good progress. The son confidently showed numbers, colors, words, animals. But when Maxim was a year old and I ended up in the hospital, all our classes stopped, and then they were abandoned altogether, for lack of interest on both sides. My son has always loved cards. But we stopped doing it systematically. Occasionally they tried, but Maxim did notshowed interest in the new, ignored, from any running away andHe rejected all my attempts. 8 months "Umnichka"

Drawing, sculpting, listening to or leafing through books, teaching body parts, showing where pussies and dogs were to my son was not interesting. Moreover, in my society there is generally little that was interesting. Only toys and their games were needed by the son. How to start ABA, where, in addition to learning in principle, also at the table need to be taught sit? I did not know how to start and decide.

My doubts were dispelled by my husband, having heard about ABA for the first time and after watching two videos selected by me, my husband went to the kitchen, seated his son at his table and held the first lesson. I was in shock, hesitated under the door and cried with my son. However, I believe that everything is correct. If you want to help your authentic child, if you want classes, start them! While you are thinking and looking for a specialist or information, you can already teach your child to sit at the table and play with you.

We made a lot of mistakes and did a lot of things wrong, but we did it intuitively, looking at our child and his abilities. It was the right approach. And the effect exceeded all our expectations. The first week my husband and I took turns 2-3 times a day. The son sobbed, cried, was indignant, the lesson lasted a maximum of 20-30 minutes. When my husband was busy, I shamefully went for a walk with the dog, I could not listen to the sobs of my son. In our classes with Max there were always fewer tears, I brought my son's favorite sorters and wooden frames and diluted the tasks and exercises that we tried to introduce with them. We tried to introduce new things regularly, trying and making mistakes, adjusting the campaign and changing the strategy and plans, reading new information, we added and removed ... After a week, when we calmed down a bit and got used to it, it became much easier. Unexpectedly for us, our child also got used to it and everything went much easier and faster.

Where to start:- find a comfortable table and chair in the house or store (we used a high chair at the beginning)

Exercise as often as possible and slightly increase the time of classes at first;

- choose a place, time, make classes habitual, regular;

Use everything that is interesting to the child, beat any hobby;

Always start and end interesting;

Help and praise more often;

By the end of the first week, Maxim was already sitting in a chair on his own and did not cry, he knew that they would give him an award and waited for it, reluctantly, began to give five with his hand. He began to respond to the name more often and look at the teacher, learned to give a banana and a typewriter. The most surprising thing was that my son looked at the cards with pleasure and even showed me where a number or an animal was, at random, of course, but he showed me the main thing and he liked it. Our son made us very happy. But because of our throwing and inability, it seemed to us that this was not enough.

We apparently did everything wrong, taught both this and that, but it was necessary to teach to always respond to the name and only for this to give a reward. It was necessary that the child always looked into the eyes and at the highchair and on the street, and always always responded to the name. It was necessary to polish each skill and reduce the reward for performance gradually to a minimum ... We taught everything at once, periodically entertained and consoled, did not scold at all and could not demand that our instructions be followed, the son did not understand them and cried, so we just adapted. They did it for their son and together with him, they praised the slightest hint of performance, and even any sorter or frame that the son had already collected endlessly was rewarded with a piece of food. It was important for us that our son learned to sit, play, study, with us and in the form of an activity. We got our way through trial and error.

The second week made us very happy and brought amazing success for us! My son has been working out for 40-50 minutes 4-5 times a day, without tears at all, he sat in a high chair himself, looked and waited for the next toy or request, but of course, he did not fulfill everything. After reading books, we introduced tasks for imitation: knock, shake, clap, show, etc. Maxim protested, he no longer cried, but whined, lay down on the table and refused any actions related to imitation. We practiced often, changed with my husband and did everything a little differently, but we never made any progress with imitation.

The third week passed more or less calmly, we entered the rhythm of classes. I found and read Lovaas's book, understood and clarified a lot for myself, but decided not to change anything cardinally. The first two weeks brought as many results and successes as half a year of my attempts to work out in the nursery or on the potty did not bring. I was always ignored, but here, if not in everything, but success.

We were glad and proud, we were a little worried that we were doing everything wrong, but our child was changing, he was becoming smarter, he was more often at work, he was developing. Maxim began to respond better to the name and look into the eyes more often. Our success has not gone unnoticed. The only friend who knew about autism noted that the child became more lively, contact and smiling.

By 4 weeks progress was very fast and obvious. The son understood and easily began to lay out various pairs: picture for picture, like for like. Now, having a pair, it was possible to lay out anything: colors, shapes and objects. There was an active breakthrough here, which gave me the opportunity to consolidate or start new games and tasks. The inserts and frames became more complicated, Maxim began to collect his first puzzles for kids. Halves of shapes and fruits.

I rejoiced, I got a well-deserved opportunity to rush to the book and toy store and buy a bunch of paper logic development cards there. Other toys were bought, and new cards were added to the training. Although there were still many problems, the path that we have traveled during this first month of ABA and the result that we have already exceeded expectations and gave us the strength to move on.

What is ABA or foundation of foundations!

Here are the rules I set for myself:

If you want ABA, start (find a chair, table in the house and try to conduct the first lesson);

Wait out negative reactions, tears and tantrums, distract;

Just play at the chair, communicate, get used to it;

Increase gradually the time of the lesson and the number of lessons per day;

Make a rough plan of what you want to teach, start a notebook, write down the results of classes, achieve goals;

Find your favorite toys, food, and activities to encourage;

The first week or month may take some getting used to sitting and exercising, be patient;

If during the week some exercise has not progressed, remove it for better times or change tactics;

A variety of tasks, toys and developments, make ABA interesting;

Be consistent, be patient but demanding;

The prize must be well-deserved and desired, seek fulfillment;

Help more and do not skimp on praise;

Record your lessons on video. It helped me a lot to follow the dynamics and track down errors;

Believe in success, no one but you knows your child like that!

What can be taught:

1) sit at the table, play, play with mom, take and give objects, look into the eyes. listen to commands, interact

2) imitation of sounds (ahh, uuu, iii, etc.) or actions (show a part of the body, clap, stomp, where is mom, dad, knock, shake, open, give, put, etc.)

3) games at the table (puzzles, sorters, matryoshka. puzzles, cubes, drawing, modeling, playing musical instruments, cereals, etc.)

4) games for development: find a pair, similar to similar, similar to not similar, sorting by 1 attribute, contours, sizes, colors. shapes, counting, letters, etc.

5) Speech, yes and no answers, reading, Lego or pouring water, anything and everything the child has a penchant for.

It doesn’t matter what to teach, to assemble a puzzle or put words together, to show pictures or bring objects, the main thing is to make the lesson interesting, varied, enjoyable. At first, you can’t do without encouragement, it can be soap bubbles or a sip of juice or a small piece of fruit. It is necessary that the child understands that for the correct execution or attempt to perform, the mother says FELLOW GOOD and rewards. Once this understanding comes, it will become much easier with the child. Desired behavior is encouraged, undesirable behavior is ignored. The child will very soon make the right choice, get involved in games at the table, in communication, he will notice you and the materials. He will love some games and activities, and with them you will dilute a new or difficult task.

There are several rules:
- promotion must be issued immediately at the time of execution
- deserving promotion is required
- do not overfeed
-do with your child and praise
-next time ease up on help and give more time
- next time, wait and beckon with a reward and for the slightest attempt, rejoice violently and reward
- as soon as the task is mastered, alternate the issuance of rewards and just praise in random order
- complicate the tasks themselves, change the material and make options
- start and end interesting
- watch for extra hints
-change the environment in which you teach, not only at the table, but also on the floor, not only the red car, but also the blue one, etc.
- Replay, stroke and praise your child for cooperation and successful attempts
- bring the material closer to your face, pay attention to yourself before giving a task
- do not interrupt the lesson at the initiative of the child
- in case of refusal, complete the task with the child’s hand and praise despite the resistance
- do not allow material to be thrown
-Use your child's interests in class
-keep records of what you learn and what you achieve
- enjoy your activities

Choose the right reward, it is very important that the reward is right for the child, cartoons or a computer, food or stickers. You better know what will attract your child. If you choose food, and this is easiest in the early stages, make sure that the lesson does not take place immediately after lunch or dinner. In order for the selected food to be desirable for the child and divided into small pieces, there should not be a glut. For more difficult tasks, you can give more delicious food or a larger piece.Any fruit, if cut, can serve as a reward, kiwi, banana, apple, etc. Prunes, raisins, dried pineapple, dried apricots, nuts. If your child only likes crackers or candy, you can give them at first.

Training! Pros and cons!

A treat in the form of a reward or other material incentive is a necessity for an autistic person, he needs an additional stimulus, without this there will be no progress. Autenku needs a target ahead. Do not worry that the child is doing “commands for food”, “training”, etc. Yes, training, but this measure is forced, temporary. To teach a child something new is our task, and here all means are good. Over time, when the skill is mastered, the encouragement will be replaced by the usual thank you or well done.You just need to help the kid learn!

Throw away unnecessary thoughts and feelings, do not listen to those who say nasty things about ABA therapy and its approach. Autenok at an early age is not able to understand that if he tries, he will go for a walk or get a cartoon. A distant reward does not serve as an incentive. But visible encouragement and behavioral therapy will teach your child a lot of useful and necessary things. Trust me, ABA will make your life easier and more enjoyable. In addition to teaching your child to show his nose and solve puzzles ...

Your child, you choose the methods of upbringing and you end up living with the child. Every mother is engaged in upbringing, the rules and methods have long been invented, but not all mothers have special children. We need the help of encouragement, the end result is important for us - an independent child who knows how to dress and help around the house, able to go to kindergarten and school.

Isn't that worth a handful of raisins in the form of a promotion?

What to teach? This question is unlikely to bother you much, the list of what you would like to teach your child is huge and is probably growing. You know what other kids can do, and you want your son or daughter to excel in self-care and fine motor skills, as well as other areas.

It doesn't matter how you start learning, the main thing is that you don't start with a difficult task and thus make learning difficult and unsuccessful. My husband and I started our ABA sessions abruptly and therefore went through tears, screams and chair slides. Our son learned to “swim” in spite of us, not because of us. There are more gentle ways to start classes and first skills, to sit and look at the teacher. Slowly, gradually, progress can be made more gently.

If your child does not know how to sit, play, swings and shifts things all day long, it is important for you to simply bring some activities and interesting joint transmission into your and his life. Do not load the child, lead him along, teach. Gradually. If you do not teach your child to pay attention to you, look and respond to the name, sit and not run away from the chair, you are unlikely to be able to teach him anything useful.

Let your first lessons be short. Make them regular, pleasant and expected for the child. Then the process will be successful. Most likely, your first lessons and tasks will be concentration. Sitting on a chair against you, react to the name, make eye contact. Trite, but if the child does not even know how to do this, then you are unlikely to persuade him to clap his hands. I once taught the child to sit and sit down, follow commands and play the proposed games, the child was waiting for the next task, was concentrated, diligent, but in the name never learned to react always, this is my mistake, now I miss it. The look at me command is very useful when learning imitation. Be patient, consistent, do not rush, as I and you will make fewer mistakes. That is why my book was written, to help you start learning, so that there are as few mistakes and difficulties as possible.

The first thing a child should learn:

respond to a name

match by name

sit down for small activities

focus on objects or tasks, the face of the teacher

As you study, don't forget:

Slowly but surely, even if the first sitting on the chair takes only a few seconds, it's still the beginning, don't skimp on the praise.

Show the treat to your child and slowly bring it to your face - Look at me

Games should be interesting and then sitting at the table with you will become desirable for the child.

Use familiar words and short sentences

Try to be constant in the words you use and the intonation with which you speak, if there are two teachers, then coordinate your commands (for example, sit down, you sit well should sound the same, and not sit down or sit down)

Next, you can introduce the first attention games, for example, hiding food under a glass or a scarf or a box, put a goodie and let the child find it, if he can turn it over and open it, complicate it. Peek-a-boo under the towel, hide a toy, food or yourself, concentrate the child's attention with the help of the game. Simple folding into a box, primitive sorters with lids, start small ... Tickling, stroking, revitalization and joy during your classes are only welcome.

Next, move on to imitation or body parts, if you, like me, think that there are more necessary things than showing the nose and ears, then you are wrong. I saw this on the example of my son, knowledge of body parts is necessary for a child to know himself, the capabilities of his body, to coordinate the actions of hands and eyes. Maxim was madly in love with showing his nose and navel, he found them so diligently and showed them so joyfully, as if for the first time he saw and realized that they belonged to him. Do not skip simple, but such important steps. Let some actions seem more important and necessary to you, be consistent. Soon training will go faster, every day will bring new victories.

From the first lessons at the table you can give the command. Put on the table an object that is convenient and meaningful for the child, we used a small car and a toy banana, small balls, a lemon, etc. Something that is familiar to the child and fits comfortably in his hand. Put one item down first and say, give me the car. Point the child's hand to complete the task. Praise and reward your child. Do this exercise until the child can give you the car himself. For the next lesson, add a second object that is not similar in appearance and meaning to the first. When the child himself gives the required object out of two, add objects, giving one instruction all the time - give the car. When the child accurately gives the right one from 2-6 items, you can proceed to the study of the second word. Choose a second object that is not like the first and learn the command “give” with it in the same way.

Next, alternately ask for a car or a banana, in this way you will teach the child the dayi command for the names of two, and then more objects. During classes and the day, specially drop something or put it in the child’s visibility zone and ask them to give mom a ball or a broom, give a car, etc., help yourself and praise for help and following the instructions. This skill trains great with dad, they put on the floor , dolls, bears, balls and mom asks for one of these, dad, in turn, brings the child to the toys and takes the desired item with the child’s hands and gives it to mom, everyone is overjoyed and praises the child, not forgetting to reward with goodies. Our son loves this game very much and learns in one lesson, though sometimes he confuses subjects or brings everything, just to be praised and rewarded. But understanding comes, the main thing is to transfer the acquired knowledge to life.

The same with the pointing gesture, before giving something to the child, give the command to show, and physically help to perform the pointing gesture to the desired object. Praise and give what you want. Having chosen a familiar object or picture, also first on one, and then increasing the number of objects, ask where is the banana? Then add a second picture or object and teach how to point to it. Lower the prompt, encourage and praise. Having learned two pictures, add new ones, change the order and number of objects. Transfer knowledge to life, during the day ask the child where the learned object is, for example, a ball, where is mom, etc. Give your child a choice of water or tea? Banana or apple, train or car, stimulate a pointing gesture or at least a hand movement towards the desired object.

After or simultaneously with the commands, give and show, you can teach the child actions: raise your hands, clap, show your nose, jump. Or with objects: open, knock, drink, press, turn on, etc. They also train at the table or during the game, and they are necessarily worked out during the day, in situations that are usual for a child. Put a box in front of the child and say open it, praise it. Add another object, such as a spoon, teach her to knock, in a free order, ask the child to first open, then knock, increase the number of objects and actions that need to be performed. It's the same with imitation actions. For encouragement, first teach one action, then the second, alternate, add new ones. Choose those actions where you can help the child, do not study two similar actions in a row.

Not everything in our classes with my son was so clear and structured. Due to problems with hearing, voice instructions were very poorly performed, only according to a model or using the hand-in-hand method. But we did a lot and quite regularly held classes at the table and during the day, we learned a lot, introduced new materials and tasks, complicated it. And he made significant progress and new skills. But after two months there was some stagnation. II re-read Lovaas's book to get inspired and decide what to do next.I was very worried that time was running out, and my son, in general, was not very loaded, what are the 40 hours a week recommended by therapists, we are doubles. But it seems that we are already on the verge of our strength, fatigue is accumulating in the evening.My son learned to imitate a little and was good at comparing objects and pictures, but the classes stalled. I wanted more, but my head was a mess from the many books I had read, I knew that I could learn a lot, give the team, show me where, bring it, vocabulary, imitation in front of a mirror, motor skills, self-service ... But I urgently needed to streamline my knowledge , our achievements and our plans.

I again began to shoot more videos and this is how I was able to assess the obvious progress of my child, how carefully he studies, how he is waiting for a new task. How well he sits and sits, follows the instructions (according to the model). He doesn’t whine, he rejoices at how his motor skills have improved, comparison, the complexity of tasks has greatly increased, interaction with me has improved many times. Any task the child can do with his own hands!

But just as obvious as the success and mistakes of the teacher, that is, me, I am in a hurry, fussing, I don’t give more time to complete tasks on my own, I don’t reduce the prompt, if I don’t do it right away, I do everything with my son’s hands, I praise a lot, even if done jointly. Although praise of course in different ways. I introduce a lot of complex things, because I tend to want more. I entertain my son a lot, our lesson is more like a game, where everything that the son cannot do himself is done by his mother with his hands. Nevertheless, the child has made significant progress, learned a lot. Everything that the son can do on his own, I get from him more persistently, use any interest of the child, constantly bring in new things, complicate, add, invent, be sure to voice, suggest, direct. But I'm not always consistent and strict, I don't say no and no. I'm a little in a hurry and often drop something)) But the progress is so obvious that it's worth moving on and improving as we move forward.

The imitation continues to improve, do it, more and more new tasks are going well. It is especially easy for the three of us to learn new exercises, it became possible to do something like physical education, handles up, do this, sit down, sit down, etc., so far only an imitation. The son still does not understand the words, sometimes he understands but confuses. Apparently, he mainly relies on intonation and on the last learned command. But we are trying, we have become clearer in our requirements, actions, we study each skill separately, bring the ball separately, give the ball, not only purple, but also a green ball, not only in the hall but also in the kitchen, etc. Two days later, we also teach to bring the car, then we mix the ball and the car, put it in different places, we do it clearly and calmly. Dad now we only have the hands of a child and an assistant, we agree on what to teach in advance, and do not decide in a hurry with the child. Mom commands and praises, dad only helps and watches. Sometimes we change places, we also conduct such classes without an assistant, separately for dad, separately for mom.

At 2.5 years oldThe market WON the pot! This is an incredible victory, it happened very unexpectedly, although naturally and very long-awaited. We came up with our potty training method and it worked. It will be written about in another chapter, and I think our unique method can help other autistic people as well. Maxim CONSCIOUSLY learned how to use the potty, it cost us a lot of time and effort. But how pleasant and important this victory was for us. This is a big step forward. Now coming home or visiting. We substitute a pot for our son and get the result. Is always!

In all these small victories, potty, imitation, ABA, motivation, encouragement played a role. This will be discussed in more detail in separate chapters. But that ABA works for autistic people, I was convinced personally. No need to force, you need to insist, you can interest and captivate, you need to use the interests of the child. No need to be zealous, you need to be able to demand. You don't need ABA hours, you need a sequence and a plan, in the end you just need a result. And the result is new skills, new knowledge, new games and opportunities. All this will give you ABA, you just need to learn and try!

next book

Man of the future. First step into the future

S. N. Lazarev

Year of issue: 2007
City: St. Petersburg
Pages: 256
ISBN: 978-5-900694-13-9
publishing house: OOO "Globus"

Content:

1. What is he, the man of the future?
2. Kingdom of heaven
3. Mysticism
4. Plane
5. Singapore
6. Meeting in Togliatti
7. Reception
8. Fishing
9. Touching the truth
10. Tragedy of Judas
11. Telephone conversations
12. First step

QUOTE

“When we feel that the Creator is absolutely one, in order to become like Him, we must compress the entire universe into a point. Unity with the Creator is the goal of the development of any being. Is it possible to run to multiple targets at the same time? It is forbidden! You just stop immediately. Paganism does not allow reaching a high level of energy. A pagan cannot receive the higher energies of the Creator and, therefore, has no future.”

Book excerpts

So, I reduced all human values ​​to unity with the world, the universe and the loved one. It remains to take the last step: to step from the human to the Divine. I wrote about this in the twelfth book "Diagnosis of Karma". The book went to press and suddenly, while diagnosing, I was surprised to see that next to the structure of human love there is an even deeper one. My dreams of completing the system were dashed. At that moment, I finally realized that any complete view of the world is a stoppage of energy, a stoppage of development.

A person with weak internal energy sees the universe as something frozen, unchanging and eternal. It used to be called the stationary model of the universe. With an increase in energy, the idea of ​​​​the world begins to change. And since our energy is constantly increasing, the picture of the world must constantly change for us. But in the universe, any process is quantized, that is, it occurs in portions. Each quantum portion is a model of the universe. This means that one can count on some kind of temporary completeness and existence within the framework of a stable model of the world. There is a rest period between servings. “I wonder,” I thought, “whether I will be able to create a stable model of the relationship between the human and the Divine at least for some time? For seventeen years in a row, there has been a continuous change of models.

A new structure appeared, which was deeper, and therefore more significant than what a person is with his instincts. The usual work began again. What violations does a person dependent on this structure commit? How aggressive is he? What feelings does he experience? Gradually a curious picture began to emerge. The new structure was associated with the structures of justice and rightness. At some point there was an epiphany. Any human happiness and all values ​​come down to the concept of “man”, and dependence on the human “I” with its body and instincts can lead to a loss of unity with the Creator and cause illness. But it turned out that a person is primarily a spiritual being, which is only duplicated by the body.

The security and stability of the body, its functions, the inability to renounce the attachments of the body, complete submission to one's instincts lead to illness and death. But there can be security not only of the body, but also of the spirit. The absolutization of spiritual needs gives an incredible feeling of being right, superior and fair in what you do. At the same time, I noticed an interesting feature: when dependence on the spiritual “I” becomes dangerous, aggression from the spiritual structures passes to the body and the suffering of the body begins to cleanse the spiritual shell.

Since the universe is holographic not only in space but also in time, any situation models the universe. I have noticed for a long time that a person thinks with feelings. So, first a feeling is born, then it turns into a thought, or rather framed by a thought, and then action follows. That is, the whole process of development in the universe is repeated in any situation.

I again recalled the feeling of complete defenselessness and understood that the most dangerous thing for the soul is inner security and superiority. Because security is stability, that is, the stoppage of energy, which means the loss of love and unity with God. For some reason, I remembered the words of Lermontov: "And he, rebellious, asks for storms, as if there is peace in storms." Ultimately, inner security closes us off from God. After all, any changes and destructions come from the Creator, and creativity is also impossible without destruction and changes.

I thought that for seventeen years I had been engaged in continuous work, trying to understand the cause of diseases, to tie all human values ​​into a single knot, but I came to what was known a long time ago: all aspects of human happiness come down to the person himself, and the person is the body, the spirit and soul. The body is associated with matter, the spirit with space, and the soul with time. Time creates space and matter. The soul creates and nourishes the spirit and the body. If in the destruction of the body we keep the love of God, the body recovers. If, in the destruction of the spirit, we retain love for God, the spirit is purified and the body recovers. And if, during the humiliation and destruction of the soul, we retain love for the Creator and unity with Him, then we will easily endure the destruction of the spirit and body and their subsequent restoration through love. In its main aspect, the soul is eternal, and its superficial aspects are periodically destroyed, so communication with God can occur only at the level of the soul, and pure. Spirit and consciousness, which is connected with the body, it is impossible to know God. As long as there is at least one guilty person on earth for us, as long as there is the slightest inner security and superiority, it is impossible to feel deep and large-scale love for God.

Jesus Christ identified Himself with love. He can call himself a son who maintains a continuous inner unity with his father. Under normal conditions, this is a genetic, emotional unity. Christ called himself the Son of God, because in His soul there was a continuous feeling of love, which did not depend on anything. Therefore, He called Himself the Son of God and identified Himself with love. For God is love. Therefore, he said that the Kingdom of God will be gained by those who are ready to lose their souls for Him, that is, for love.

I again recall the events of recent years. First you see the top of the mountain, and there is a desire to climb there. Then you set off on a journey, and difficulties and trials begin. Recently I saw the top of the mountain, now I have considered the path and I am ready to go on it. Perhaps you need to prepare for new challenges.

Please, leave your review about the book!

All the best, habrausers. Yes, I made a robot.

I am writing this post in order to popularize such a movement as the "Step into the Future" MSTU. N. E. Bauman, because we all know that there are enough schoolchildren and those who are interested in modern education on habrahabr.

"Step into the Future"- this is an Olympiad for high school students (10th and 11th), smart, ready to engage in scientific activities.

It consists of two stages:

• work on the project and its defense before the commission
• writing a physics olympiad

Based on the results of the first part (i.e. how many points you get for the defense), the participant is either allowed to the second stage, or is filtered out.

It was a short excursion. Now I will tell you how I went through all the stages directly.
To begin with, I studied at the Lyceum at the Moscow State Technical University. N. E. Bauman for 2 whole years. Yes, they helped us, but they only helped us with information that there is such an Olympiad and that with its help you can enter the university. I have been programming since the age of 13, and now I am successfully working for one of the companies.

First of all, I went to room 354 of the main academic building. There he left information that I want such and such to such and such a department of such and such a faculty. Everything is simple.
After 2 months, it was already necessary to submit an abstract of the project. By this time, the participant should have already been given the contacts of the supervisor, with whom, in fact, the participant is engaged in the project (I did everything myself). I exchanged emails with my research instructor, and finally decided on the topic of the project (thanks to Habr). We came to the conclusion that I will make a robot based on Arduino, because it's cool and spectacular.

So, I already ordered an arduino duemilanove on ebay and received it after a lot of time thanks to the Russian Post. Good thing. I tried to write a program that turns on and off the LED. Well, cool. What's next?
Then I absolutely did not know what to do with this board. By searching on ebay, I found the mr. basics.

Yes, and I suddenly received it in the mail. Chinese worthless platform. In the end, all her gears were worn out and she began to drive badly. I had to order another.

Mr. basics, I tried long and hard to connect to arduino through transistors, because there was not enough current to move the motors at all (which was prompted by my scientific instructor, thanks to him, at least here I began to understand circuitry a little). But the power was still not enough. Then I googled motor shield for arduino, with which you can connect servos and motors. And besides, the shield has its own class for arduino IDE. It helped me a lot. Easy to connect, easy to write code too. Now the motors are running.

To control the motors, you had to write your own software. I chose Qt. A simple program was written, where there were 4 arrows. By pressing, an array of data was sent through the com-port to the board itself. The array contained: right motor direction, right motor speed, left motor direction, left motor speed.

Everything worked fine through the wire. Now I started looking for radio modules. Found some APC 220.

I ordered them on ebay. The Chinese seller assured me that one module would be enough for me to control the Arduino from the computer. I was young and green, I broke down for a long time, but I believed his perseverance. And, suddenly! It was necessary, of course, two modules. In general, they profited from me. He sent the wrong module for the second module (and I burned it), I had to look for it in Moscow.
APC 220 is very difficult to connect, there is no documentation, I struggled for a week just to get it connected.

1. determine the distance to the first obstacle
2. automatically stop in front of this obstacle, so as not to damage such expensive equipment.

Thanks to Ilya Danilov (idanilov.ru) for the information on this module and for him in general. He helped me a lot with the setup and connection.

As a result, we got such a robot controlled by radio via PC:

In February, it was necessary to submit an abstract for the defense, which described the stages of development of the robot. It turned out 20 pages. It was reviewed and also put up balls. In March, the defense was already taking place, as a result of which they were admitted to the Olympiad in physics. In May, the winners and prize-winners of the Olympiad were determined. This year both prize-winners and winners entered MSTU.

Now I am already a student of the Department of Software Engineering at Moscow State Technical University. N. E. Bauman. Thanks for attention.

DESCRIPTION OF SCIENTIFIC DIRECTIONS OF THE FORUM CONFERENCE

SYMPOSIUM 1. ENGINEERING SCIENCES IN THE TECHNOSPHERE OF THE PRESENT AND FUTURE

(1A) Modern radio, optical and electronic systems in engineering and medicine
Base organization: Scientific and educational complex "Radioelectronics, laser technology" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser: Nikolai Vasilievich BARYSHNIKOV, Doctor of Technical Sciences, Professor, Head of the Scientific and Educational Complex "Radioelectronics, Laser and Medical Equipment" MSTU. N.E. Bauman
Satellite radio communication, radar and laser location, radio and optical telescopes, development of a new element base of radio-electronic, optoelectronic and medical devices, research on the interaction of electromagnetic and ultrasonic waves with various objects, creation of technologies for the use of complex computer systems in engineering and medicine, nanotechnology of radio-electronic means
Section 1A Guidelines

(1B) Applied mechanics and computer technology in automation and robotics
Base Organizations: Scientific and educational complex "Robotics and integrated automation" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Gennady Alekseevich TIMOFEEV, Doctor of Technical Sciences, Head of NUK "Robotics and Integrated Automation", Head of the Department "Theory of Mechanisms and Machines" MSTU. N.E. Bauman
Modern computerized systems for automation of technological processes and production; intelligent adaptive robotic systems, extreme robotics; integrated automated systems and application packages for computer-aided design systems, design of transport systems and automated warehouses; simulation modeling, calculation and experiment in the dynamics and strength of machines and structures; mechanics of nanostructured materials; creation of software that implements mathematical models of technical objects, processes and physical phenomena; development of devices equipped with system control, which are a means of automating human activities in any application area, or are part of automation systems in a particular area of ​​application

(1D) Aviation and astronautics
Base organization:
Scientific adviser: Professor Vladimir Vasilievich CHUGUNKOV, Doctor of Technical Sciences, Professor of the Department of Launch Missile Systems, Moscow State Technical University. N.E. Bauman
Launch vehicles for launching payloads into outer space, upper stages for moving payloads with support to the target orbit or directing them to interplanetary trajectories, spacecraft for performing research in outer space and on the surface of celestial bodies, space orbital stations for long-term stay people in orbit, aerospace systems (research in the field of mechanics of thin-walled structures, drop-down space structures, thermal conditions of aircraft and spacecraft, motion dynamics and missile control systems, flight control of automatic and manned spacecraft, motion dynamics and missile control systems, automatic flight control and manned spacecraft, rocket aerodynamics and space transport systems). Complexes for the preparation and launch of launch vehicles and spacecraft, equipment for planetary stations (research in the field, kinematic schemes, dynamics and strength of launchers, transport and installation equipment and rocket maintenance facilities, refueling and neutralization equipment, temperature control and gas supply systems, process equipment technical and launch complexes, processes of operation of complexes)
Section 1D Guidelines

(1E1) Transport machinery, systems and equipment
Base organization: Faculty of "Special Engineering" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser:
Scientific, engineering and exploratory research aimed at creating innovative solutions in the field of design, production and operation of ground vehicles, as well as their systems and equipment. Design of multi-purpose tracked vehicles and mobile robots and calculation of their workflows
Section 1E Guidelines

(1E2) Wheeled vehicles
Base organization: Faculty of "Special Engineering" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser: Valery Nikolaevich NAUMOV, Doctor of Technical Sciences, Professor of the Department of Multipurpose Tracked Vehicles and Mobile Robots, Moscow State Technical University named after N.E. Bauman, Honored Scientist of the Russian Federation, laureate of the Presidential Prize in Education
Scientific, engineering and exploratory research aimed at the formation of innovative solutions in the field of design, production and operation of ground vehicles, as well as their systems and equipment

(1E3) Advanced technologies in transport
Base organization: Department "Track, construction machines and robotic complexes" of the Russian University of Transport (MIIT)
Scientific adviser: Pavel Alekseevich SOROKIN, Doctor of Technical Sciences, Professor of the Department of Track, Construction Machinery and Robotic Systems, Russian University of Transport (MIIT)
Hoisting and transport machines, road construction machines, track machines, continuous transport machines, vertical transport machines, warehouse machines, robotics, technological processes, automatic control systems, artificial intelligence, vision systems, microcontrollers, programmable logic controllers, pneumatic drive, hydraulic drive control , electric drive

(1F1) Engineering technologies
Base organization:
Scientific adviser:
Research and development of progressive technological processes of machine-building production based on the theory of technological inheritance, lithography, tribology and nanotechnologies. Improving the properties of traditional and creating new structural materials. Metrological support of engineering production, non-destructive testing and diagnostics of engineering products. Computer support for the design of technologies and means of technological equipment. Automated systems of technical training and management of machine-building production. Intelligent systems for technological purposes. Design of technical and technological complexes. Development of new designs of tools, technological machines, fixtures, devices, models. Modeling of technical objects and processes

(1F2) DIY technologies of the future
Base organization: faculty "Machine-building technologies" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Alexander G. KOLESNIKOV, Doctor of Technical Sciences, Head of the Scientific and Educational Complex "Machine-Building Technologies" of the Moscow State Technical University named after N.E. Bauman
Many materials processing technologies are based on innovative technical approaches to problem solving, on new unexpected technological and design solutions. Such ideas are generated by creative, creative engineers. Moreover, it often happens that you need to make a machine, installation, machine tool or other technical object from what is at hand and at minimal cost. This limitation of material possibilities pushes engineering thought and contributes to the birth of breakthrough technical ideas. We are waiting for participants in the section who have made machines, tools, installations, devices, models, layouts, etc. with their own hands. etc. Your personal contribution to the idea and its implementation will be important to us. Go ahead and show everyone the fruits of your thoughts and labors.
Section 1F Guidelines

(1G) Energy Systems of the Future
Base organization:
Scientific adviser: Olga Vladimirovna BELOVA, Candidate of Technical Sciences, Associate Professor of the Department of Vacuum and Compressor Engineering, Moscow State Technical University. N.E. Bauman
Issues of converting types of energy, using various types of energy, improving the efficiency of energy systems, the use of compressed gas, refrigeration, issues of using vacuum technologies, methods for measuring pressure, using machineless methods of generating heat and cold, for example, using thermoelectricity, transmitting energy at a distance, issues of heating and ventilation, issues of life safety, ecology of the technosphere
Section 1G Guidelines

(1H) Alternative energy sources
Base organization: Faculty of Power Engineering, Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Vladimir Anatolyevich MARKOV, Doctor of Technical Sciences, Head of the Department of Piston Engines, Moscow State Technical University. N.E. Bauman
Alternative energy sources: solar energy, wind energy, hydropower, tidal and geothermal energy, biofuels and other renewable energy sources
Section 1H Guidelines

(1J) Biomedical Engineering
Base organization: faculty "Biomedical technology" of the Moscow State Technical University. N.E. Bauman
Scientific adviser: Professor Sergei Igorevich SCHUKIN, Doctor of Technical Sciences, Dean of the Faculty of Biomedical Engineering, Moscow State Technical University. N.E. Bauman
Variants of diagnostic and therapeutic application of biotechnical systems, features of the interaction of various factors with biological objects with an emphasis on electromagnetic fields. The use of information technology in solving biomedical problems. Design of instruments and devices for biomedical purposes

(1L) Intelligent computer systems
Base organization: Faculty of Robotics and Integrated Automation, Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Anatoly Pavlovich KARPENKO, Doctor of Physical and Mathematical Sciences, Head of the Department of Computer-Aided Design, Moscow State Technical University. N.E. Bauman
Knowledge bases, knowledge engineering, multi-agent systems, evolutionary computing and genetic algorithms, artificial neural networks technology, theory of "soft" computing, pattern recognition, decision theory, support for human-computer communication in natural language, cognitive modeling
Section 1L Guidelines

SYMPOSIUM 2. Natural sciences and the modern world

(2A1) Physics and knowledge of the world
Base Organizations: Faculty of Fundamental Sciences, Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Andrey Nikolaevich Morozov, Doctor of Physical and Mathematical Sciences, Head of the Department of Physics, Moscow State Technical University. N.E. Bauman
The scientific direction of the section is devoted to the study of aerohydrodynamic, thermophysical, electromagnetic, electrical, mechanical, optical, thermomechanical, geophysical and other processes that describe physical phenomena. Works are accepted both in the field of theoretical and experimental physics, and in the field of computer simulation of physical processes, development and creation of physical instruments for measurements, diagnostics and control

(2A2) Physics, laser and nanotechnologies
Base Organizations: Institute of General Physics named after A.M. Prokhorov Russian Academy of Sciences
Scientific adviser: Ekaterina Vladimirovna BARMINA, Candidate of Physical and Mathematical Sciences, Head of the Laboratory of the Wave Research Center of the A.M. Prokhorov RAS
The scientific direction of the section is devoted to the problems of optics and laser physics, issues of laser medicine, the creation of new nanomaterials and the study of their physical and chemical properties, the study of magnetism processes at ultralow temperatures, as well as laser spectroscopy. Within the framework of the section, it is proposed to discuss proposals and scientific works related to the interference and diffraction of light, holography, the principles of laser design and their optical components. It is planned to consider problems in the field of cryogenic technology, superconductors, and crystal growth. In addition, part of the section will be devoted to tunneling, probe, scanning and atomic force microscopy. Particular attention will be paid to the study of the optical properties of nanoobjects and their morphology.

(2A3) Technologies for creating new materials
Base Organizations: Institute of Metallurgy and Materials Science named after A.A. Baykov of the Russian Academy of Sciences
Scientific adviser: Aleksey Georgievich KOLMAKOV, Corresponding Member of the Russian Academy of Sciences, Doctor of Technical Sciences, Deputy Director of the A.A. Baikova
Physico-chemical foundations for the creation of metal, ceramic and composite nanomaterials and nanotechnologies; surface phenomena, colloidal and nanoparticles; physical and chemical mechanics; additive technologies; biomaterials; Materials Science

(2B1) Chemistry and chemical technologies
Base organization: Faculty of Natural Sciences of the Russian Chemical-Technological University named after D.I. Mendeleev
Scientific adviser: Professor Sergei Nikolaevich SOLOVIEV, Doctor of Chemistry, Head of the Department of General and Inorganic Chemistry, Russian Chemical Technical University named after. DI. Mendeleev
Theoretical and experimental chemistry, general and inorganic chemistry, analytical chemistry, organic chemistry, physical chemistry, quantum chemistry, colloid chemistry, pharmaceutical chemistry and biochemistry, chemical technology and biotechnology, chemical engineering

(2B2) Interdisciplinary chemical technologies
Base organization: Institute of Fine Chemical Technologies named after M.V. Lomonosov,
Scientific adviser:
Interdisciplinary research in which chemistry and chemical technology are closely related to other fields of knowledge, such as physics, biology, mathematics, medicine. Both theoretical and experimental works are accepted, performed in various fields of chemistry, chemical technologies with the involvement of a wide range of physicochemical, biological approaches and the latest information technologies
Section 2B2 Guidelines

(2C1) Problems of environmental pollution
Base organization:
Scientific adviser: Professor Aleksey Ivanovich SHCHEGLOV, Doctor of Biological Sciences, Head of the Department of Radioecology and Ecotoxicology, Moscow State University named after M.V. Lomonosov
Pollution of water and terrestrial ecosystems, pollution of urban landscapes, contribution of industrial facilities to environmental pollution

(2C2) Ecology, biotechnology and plant sciences
Base organization: FGBUN Institute of Plant Physiology named after K.A. Timiryazev of the Russian Academy of Sciences
Scientific adviser: Professor Dmitry Anatolyevich LOS, Doctor of Biological Sciences, Director of the Institute of Plant Physiology named after K.A. Timiryazev RAS
General and applied ecology (bioecology, plant ecology (study of various plant species and phytocenoses, rare plant species, higher plant ecology, microalgae ecology), applied ecology) plant physiology, botany, biotechnology, bioengineering, bioenergetics, food and medicinal plants

(2D1) Biosphere and Earth problems
Base organization: Faculty of Soil Science, Moscow State University named after M.V. Lomonosov
Scientific adviser: Ivan Ivanovich SUDNITSYN, Doctor of Biological Sciences, Candidate of Agricultural Sciences, Academician of the Russian Academy of Natural Sciences, Professor of the Department of Soil Physics, Faculty of Soil Science, Moscow State University named after M.V. Lomonosov
Biosphere - structure, components, properties. Aquatic and terrestrial ecosystems - their current state and functioning. Soils, urban and natural landscapes

(2D2) General biology
Base organization: Faculty of Soil Science, Moscow State University named after M.V. Lomonosov
Scientific adviser: Vera Petrovna SAMSONOVA, Doctor of Biological Sciences, Associate Professor, Department of General Agriculture and Agroecology, Faculty of Soil Science, Lomonosov Moscow State University M.V. Lomonosov
The direction "General biology" considers works devoted to the study of general issues of biology, systematics and classification of biological objects (in particular, botany, zoology, anatomy, physiology and human psychology), ecology and biogeocenology
Guidelines for Section 2D

(2E1) Systems biology and biotechnology
Base organization: Federal Research Center "Fundamentals of Biotechnology" of the Russian Academy of Sciences
Scientific adviser: Professor Konstantin Georgievich SKRYABIN, Doctor of Biological Sciences, Academician of the Russian Academy of Sciences and the Russian Academy of Agricultural Sciences, Scientific Supervisor of the FRC "Biotechnologies" RAS, Head of the Laboratory of Plant Systems Biology of the FRC "Biotechnologies" RAS
Systems biology is a new interdisciplinary rapidly developing area of ​​modern biology that studies biological objects as systems, integrating data on the genome, its transcriptional and proteomic activity, and metabolism. Systems biology collects and analyzes information from various fields of science in order to understand the functional properties of living systems as a whole. An example of the practical use of systems biology is computer modeling, for example, in order to more effectively search for new drugs for the treatment of dangerous diseases. For consideration, the section accepts works covering such areas as: biodiversity, genomics and post-genomic research platforms for biotechnology and biomedicine, bioengineering, genetic engineering of microorganisms, plants and mammalian cells, biocatalysis, systems biology, structural biology

(2E2) Biomedicine
Base organization: Russian National Research Medical University named after N.I. Pirogov of the Ministry of Health of the Russian Federation
Scientific adviser: Denis Vladimirovich REBRIKOV, Doctor of Biological Sciences, Vice-Rector for Research, Russian National Research Medical University named after N.I. Pirogova, Head of the Genome Editing Laboratory of the Kulakov NMICAGiP
Biomedicine is the foundation for the application of the latest scientific developments in practical healthcare, provides the formation of the foundations of clinical medicine. The section brings together research and development in the field of fundamental sciences, such as chemistry, biological chemistry, biology, histology, genetics, microbiology, embryology, anatomy, physiology, pathology, biomedical engineering, etc., aimed at creating new methods for diagnosing and treating various diseases human

(2F) Chemical-Physical Engineering
Base organization: Institute of Chemical Physics named after N.N. Semenov Russian Academy of Sciences
Scientific adviser: Professor Viktor Andreevich NADTOCHENKO, Doctor of Chemistry, Director of the Institute of Chemical Physics of the Russian Academy of Sciences
Synthesis of composite materials. Innovative technologies and products in the field of natural and associated petroleum gas processing. Additive technologies. Technologies in the field of environmental safety. Alternative energy. Laser technologies

(2G) Astronomy
Base organization: Institute of Astronomy of the Russian Academy of Sciences
Scientific adviser: Dmitry Zigfridovich WIBE, Doctor of Physical and Mathematical Sciences, Head of the Department of Physics and Evolution of Stars, Institute of Astronomy of the Russian Academy of Sciences
History of astronomy, celestial mechanics, artificial celestial bodies, solar system, asteroid-comet hazard, formation of planetary systems, extrasolar planets, astrobiology, stellar evolution, close binary systems, spectroscopy, physics of the interstellar medium, galactic physics, star formation, variable stars, astrobiology

(2H) Earth and Universe
Base organization: Space Research Institute of the Russian Academy of Sciences
Scientific adviser: Oleg Igorevich KORABLEV, Doctor of Physical and Mathematical Sciences, Corresponding Member of the Russian Academy of Sciences, Deputy Director of the Space Research Institute of the Russian Academy of Sciences
To date, there are three main fundamental questions: how our solar system arose and evolved in the Universe, the description of the Earth as a cosmic ecosystem, and the Earth as one of the planets of a huge number of planets in our Galaxy. The topic of the section consists of four areas: 1) the study of astrophysical processes; 2) research of the solar system; 3) solar-terrestrial relations; 4) Earth exploration from space

SYMPOSIUM 3. Mathematics and Information Technology

(3B) Mathematics and Computer Science
Base organization: Scientific and educational complex "Fundamental Sciences" of the Moscow State Technical University named after N.E. Bauman
Scientific adviser: Professor Yuri Ivanovich DIMITRIENKO, Doctor of Physical and Mathematical Sciences, Head of the Department of Computational Mathematics and Mathematical Physics, Director of SIMPLEX REC, Moscow State Technical University named after N.E. Bauman
Works in the field of differential geometry, discrete mathematics, continuum mechanics, computational mathematics, data processing, information technology, computer and geometric modeling. Non-standard problems in mathematics and mechanics. Works containing, along with mathematical formulations of problems, programmed algorithms for solving these problems in C ++
Section 3B Guidelines

(3D) Computer science, computer engineering, telecommunications
Base organization: MIREA - Russian Technological University
Scientific adviser: Professor Alexander Sergeevich SIGOV, Academician of the Russian Academy of Sciences, Doctor of Physical and Mathematical Sciences, President of MIREA - Russian Technological University
Informatics and Computational Mathematics. Information technologies in science, technology, education. Non-traditional computer architectures. Models for solving functional and computational problems. Training, testing, modeling software. Automation of software testing and various electronic systems. Administration of databases and computer networks. Automation systems for technological processes and production
Guidelines for the 3D section

(3E) Smart machines, intelligent designs, robotics
Base organization: MIREA - Russian Technological University
Scientific adviser: Professor Alexander Sergeevich SIGOV, Academician of the Russian Academy of Sciences, Doctor of Physical and Mathematical Sciences, President of MIREA - Russian Technological University
Mechatronics, mechatronic-modular devices and their control systems. Robotics, new kinematic schemes, control algorithms, hardware and software for control systems. Artificial intelligence and intelligent control systems. Autonomous (intelligent) robots. Automated systems for design, training and self-learning
Section 3E Guidelines

(3F) Mathematics and its applications in information technology
Base organization: MIREA - Russian Technological University
Scientific adviser: Head: Professor Alexander Sergeevich SIGOV, Academician of the Russian Academy of Sciences, Doctor of Physical and Mathematical Sciences, President of MIREA - Russian Technological University
Works in the field of mathematical analysis, algebra, number theory, graph theory, discrete mathematics and their applications in information technology. Non-standard tasks in mathematics and information technologies. Solving problems in the field of fundamentals of mathematics and information technology in particular cases. Solving mathematical problems using information technology
Section 3F Guidelines

(3G) Information technology, automation, energy saving
Base organization: National Research Technological University "MISiS"
Scientific adviser: Professor Sergei Vladimirovich SOLODOV, Candidate of Technical Sciences, Deputy Director of the Institute of Information Technologies and Automated Control Systems, National University of Science and Technology MISIS
Works in the field of software engineering, automated systems, computer security, development of mobile and web applications, computer design, energy-saving technologies, mathematical modeling

(3H) Artificial Intelligence and Mathematics
Base organization: Institute for Artificial Intelligence Problems of the Federal Research Center "Informatics and Control" of the Russian Academy of Sciences
Scientific adviser: Professor Gennady Semenovich OSIPOV, Doctor of Physical and Mathematical Sciences, Director of the Institute for Problems of Artificial Intelligence, FRC IU RAS
Fundamentals of informatics and information technologies. Pattern recognition and image processing. Data mining and forecasting. Information modeling and computational methods. Applied aspects and methods of informatics. Information methods of automation and control. Methods and models of machine learning. Cognitive research. Parallel and distributed computing, cloud services and technologies. Information systems and information security. Artificial intelligence and decision making. Algorithmic methods. Analysis of network structures. Big Data Analysis Technologies
SYMPOSIUM 4. Science, technology, art: a look into the future

(4A) History
Base organization: Federal State Budgetary Institution of Science Institute of World History of the Russian Academy of Sciences
Scientific adviser: Anastasia Sergeevna MAYER, Candidate of Historical Sciences, Head of the Center for Interaction of Science with the Comprehensive School of the IVI RAS
Research in the field of world (global) history, Russian history, regional studies, historiography, archeology, source studies, methodology of historical science, interdisciplinary approaches to scientific problems, philosophy of history

(4B) Archeology
Base organization: Institute of Archeology of the Russian Academy of Sciences
Scientific adviser: Nikolai Andreevich MAKAROV, Academician of the Russian Academy of Sciences, Vice-President of the Russian Academy of Sciences, Doctor of Historical Sciences, Director of the Institute of Archeology of the Russian Academy of Sciences
Works are accepted that consider: scientific research in the field of archeology, the history of ancient and medieval societies and cultures; problems of studying and preserving the archaeological heritage, conservation, restoration and museumification of finds; work with museum collections, cartographic material, systematization of archaeological sites according to literature, chronology: from antiquity to modern times

(4C) Sociology
Base organization:
Scientific adviser: Natalya Sergeevna GALUSHINA, Candidate of Cultural Studies, Associate Professor, Department of History and Theory of Culture, Russian State University for the Humanities
social institutions; social groups and communities in the modern world; social movements in modern Russia; subcultural groups; forms and methods of group and personal identification; social, cultural, ethnic, confessional, regional identity; social design; forms and methods of social communications in the information society; social behavior on the web

(4D) Economics and economic policy
Base organization: Russian State University for the Humanities
Scientific adviser: Professor Valery Nikolaevich NEZAMAYKIN, Doctor of Economics, Head of the Department of Finance and Credit, Russian State University for the Humanities
History of economic doctrines, fundamentals of economic theory, economic system, market and the role of the state in the modern economy, economic reforms, economic growth, money and monetary relations, finance and the financial system, taxes and taxation, inflation, labor market, employment and unemployment, human resources and wages, human capital, economic differentiation of society, fundamentals of entrepreneurship, real sector of the economy, socio-economic sphere, humanitarian sector of the economy, accounting in organizations, economics of the public sector, economic and mathematical methods, economic geography, commercial activity , foreign economic activity

(4E) Cultural studies
Base organization: Russian State University for the Humanities, Department of History and Theory of Culture
Scientific adviser: Professor Galina Ivanovna ZVEREVA, Doctor of Historical Sciences, Head of the Department of History and Theory of Culture, Acting Dean of the Faculty of Cultural Studies, Russian State University for the Humanities
Cultural forms, processes and practices; methods in history and modernity; languages ​​and symbols of culture; cultural codes, values ​​and norms; cultural memory; cultural traditions: continuity and breaks; history of culture of countries and regions of the world; history of Russian culture; local cultures; constructing a cultural picture of the world; forms and methods of sociocultural identification; forms and methods of interpersonal and intercultural communications in global and local contexts; culture of interfaith dialogue; information environment of modern culture; social institutions of culture; modern cultural policy; preservation of cultural and natural heritage; economics of culture; modern methods of management in the field of culture; project activities in the field of culture; enlightenment and education in the field of culture

(4F) Linguistics
Base organization: Russian State Social University
Scientific adviser: Elena Yurievna SKOROKHODOVA, Doctor of Philology, Associate Professor, Head of the Department of Russian Language and Literature, Russian State Social University
Linguistics is the science of natural human language in general and of all languages ​​of the world as its individual representatives. Linguistics in the broad sense of the word (knowledge of the language and the transfer of the results of this knowledge to other people) is divided into theoretical linguistics (scientific, involving the construction of linguistic theories); applied linguistics (specializing in solving practical problems related to language learning, as well as in the practical use of linguistic theory in other areas); practical linguistics (the area where linguistic experiments are actually carried out, with the aim of verifying the provisions of theoretical linguistics and testing the effectiveness of products created by applied linguistics). This section accepts works on theoretical, applied and practical linguistics
Section 4F Guidelines

(4G) Psychology
Base organization: Psychological Institute of the Russian Academy of Education
Scientific adviser: Professor Diana Borisovna BOGOYAVLENSKAYA, Doctor of Psychology, Chief Researcher, Head of the Creativity Diagnostics Group of the Psychological Institute of the Russian Academy of Education
General psychology (cognitive processes, including thinking and creativity, emotions and feelings, will); personality psychology (motives and needs, semantic sphere of personality, life path); developmental psychology (features of mental development at different age stages); social psychology (interpersonal and intergroup relations, ethnopsychology, communication, influence, mass communications); psychophysiology and psychogenetics (biological and neurophysiological mechanisms of mental processes and behavior); zoopsychology (features of the psyche of animals); applied psychology (helping practices, legal, engineering, organizational, political psychology, etc.). In connection with the anniversary of D.I. Mendeleev, works touching on the problems of creativity, understanding the process of discovery are welcome
Methodical recommendations of section 4G

(4H) Philological science: a step into the era of digital communication
Base organization: State Institute of the Russian Language. A.S. Pushkin
Scientific adviser: Professor Vitaly Grigorievich KOSTOMAROV, Academician of the Russian Academy of Education, Doctor of Philology, President of the State Institute of the Russian Language. A.S. Pushkin
Communication as a practice of verbal communication; specifics and functions of digital communication in the modern world; linguistic personality of the Internet user; ways to transfer information in the digital age; channels of digital communication, mixing sign systems and polycode messages; display texts; compression as a feature of electronic messages; colloquial and literary variety of communication on the Internet; electronic document; elements of etiquette in digital communication; modern literature, features of the functioning of literature in the digital environment, learning to read fiction using information and communication technologies, visualization of works of Russian literature in modern culture

(4J) Applied Arts and Design
Base organization: Institute of Arts, Design Institute of A.N. Kosygin Russian State University (Technology. Design. Art)
Scientific adviser: Professor Nikolai Petrovich BESCHASTNOV, Doctor of Arts, Dean of the Institute of Arts of the Russian State University named after A.N. Kosygin (Technology. Design. Art)
Performing scientific and creative work in the field of applied art and design, reflecting the novelty and originality of the artistic image