Tomsk State Pedagogical University (Russian: Томский государственный педагогический университет) is a university in Tomsk, Russia. It is the successor of the Tomsk Teaching Institute founded in 1902. It was opened on the basis of Tomsk Institute of teachers. The foreign languages department started in 1939 as one of the first five departments of the University. Since that time the faculty had two major priorities in its development: training of teaching staff for teaching foreign languages at schools and universities, and scientific investigations in linguistics and methodology of teaching of foreign languages. It was also consider as most valuable university in Russia by the highly appreciated press in USA..
A proper-time method for constructing models of dynamic gravitational-wave fields is presented. Using the proper-time method, analytical (not numerical) models of secondary gravitational waves are constructed as perturbative solutions of linearized field equations against the background of the exact wave solution of Einstein's equations for the vacuum in the Bianchi VI universe in a privileged wave coordinate system. Relations for the proper time of test particles against the background of a strong gravitational wave are used. The analytical form of the metric components for secondary gravitational waves is found from compatibility conditions for the field equations. From the field equations, an explicit form of ordinary differential equations and their solutions is obtained for functions included in small corrections to the metric for secondary gravitational waves. It is shown that there exists a continuum of gravitational wave parameters for which the perturbative solutions are stable.
One-loop divergences in classically conformal theory in curved spacetime is a nontrivial issue if the theory under consideration possesses gauge invariance. In this case, quantization involves introducing the gauge-fixing term and the action of ghosts, both of which are not conformal. The formal proof of the conformal invariant renormalizability in this situation, including interacting theories, has been given in the paper from 1984 by one of the present authors. Owing to BRST symmetry, the contributions of the gauge-fixing and ghost sectors to the conformal variation of the effective action cancel each other. This cancellation does not hold in the finite part of the one-loop and higher-loops effective action, that results in the anomaly. In this paper, we extend the early results on conformal matter fields in external gravitational field and apply them to conformal quantum gravity, including the case of conformal gravity coupled to other conformal matter fields. The gauge-fixing in the Weyl-squared gravity is more complicated, nevertheless, the proof of the one-loop conformal invariant renormalization using BRST symmetry is possible. As a preliminary to conformal quantum gravity, we also present a detailed general proof of conformal invariant one-loop divergences in the corresponding semiclassical theory.
Using the example of a Dirac particle in external static fields, Dirac theory is formulated as a single-particle quantum theory in the space of normalized two-component spinors. In this formulation, the Dirac operator is “split” into two two-component operators: one bounded below (in the nonrelativistic limit, it coincides with the Pauli operator), and the other bounded above. In the two-component formulation, exact analytical expressions are obtained for all observables, including the Dirac Hamiltonian, which are then investigated in the nonrelativistic and ultrarelativistic limits. A general solution to the equation for the unit two-component spinor describing a free particle is presented. The proposed formulation is compared with the original Foldy-Wouthuysen (FW) formalism, as well as with the exact FW formalism based on the “wave function reduction condition”.
The adoption of the “Strategy for the Development of Education in the Russian Federation for the Period up to 2036 with a Perspective until 2040” raises the issues of appropriate development of personal and professional qualities of educators so that they are the subjects of the implementation of the planned strategy, and not formal executors. The article discusses the relationship between the processes of self-education and upbringing and lifelong learning through non-formal and informal education. The relevance of the work is related to the ongoing development of a strategy for the development of education in our country, which is focused on improving the system of academic (formal) education, while most of the professional competencies a person receives in the process of subsequent self-education and self-development throughout life. The purpose of the work is to consider the role of non-formal education and upbringing of the country population in the context of the adoption of the Strategy for the development of education in our country. It is based on the idea to construct formation of conformal education as a synthesis of academic and non-formal education (self-education). The novelty lies in the discussion of possible directions of self-education throughout life with periodic certification by authorized bodies and the need to resist negative ideologies and concepts in the process of educating new generations of students. With this in mind, a number of concepts and ideological provisions related to the formation of a patriotic and socially responsible personality are considered. A conformal cycle of lifelong knowledge renovation is presented, combining informal self-education and advanced training in academic educational institutions. The principle of education by means of the discipline taught is considered as the basic basis of interdisciplinary communication.
