Study of a model for the distribution of wealth

An equation for the evolution of the distribution of wealth in a population of economic agents making binary transactions with a constant total amount of "money" has recently been proposed by one of us (RLR). This equation takes the form of an iterated nonlinear map of the distribution of wealth. The equilibrium distribution is known and takes a rather simple form. If this distribution is such that, at some time, the higher momenta of the distribution exist, one can find exactly their law of evolution. A seemingly simple extension of the laws of exchange yields also explicit iteration formulae for the higher momenta, but with a major difference with the original iteration because high order momenta grow indefinitely. This provides a quantitative model where the spreading of wealth, namely the difference between the rich and the poor, tends to increase with time.Comment: 12 pages, 2 figure

POLITICAL DISCOURSE IN HAROLD PINTER’S DRAMA

Abstract. Introduction. The problem of political and mental disorder, which has been addressed to by many writers, – and the expressive figure of the British playwright, director and screenwriter, a poet Harold Pinter (1930-2008) is no exception. Apparently, his theatrical and acting performance has dwelled upon many issues, similarly significant to social and interpersonal spheres of life, since he stated that these may be diverse parts of similar mental activities. Methods. The complex descriptive analysis and historic cultural methods have been selected as the main tools to approach the issue under discussion. It also uses hermeneutic analysis and intertextual method in accessing the main Pinter’s style characteristics. Results and discussion. His writing blends violence, menace and terror, intimacy and authoritative oppression. The author build his own language of the highest metaphoricity up, arguing upon the concepts of gender and language, being and non-being, misogyny, totalitarianism. His characters are the embodiment of the idea that any person can meet his extreme limits in attempt to tolerate pain and traumatic experience, physical and mental tortures, language abuse that leads to violence, which in Pinter’s plays are merely subjectified in order to depict a distorted dramatic reality. Conclusions. This study has demonstrated the complex character of Harold Pinter’s drama, which functions on various layers of interpretation and reception. It has also pointed out some peculiarities of his style and method that is intrinsic to many of his works, thus giving enough space for deeper investigation of the issue in its connection with the literary and theatre studies.Key words: politics, Harold Pinter, Pinteresque, drama, violence, traumatic experience

Methodological approach to establishing incentives and readiness for labor migration of the digital generation – youth students

The relevance of youth students’ incentives and readiness for labor migration study is related to the challenges in the regional labor markets of the Russian Federation. The aim is to substantiate the approach for the study of the incentives and readiness for labor migration of the digital generation. To develop the methodological approach neoclassical migration theory, principles of new economic theory, migration model of E. Lee are taken. The system model is developed considering D. Tapscott’s network generation concept and SberCIB Investment Research analytics of Generation Z consumer practices. As a result, a systematic model of digital generation stimuli and readiness for labor migration research in the context of educational strategies and work experience is presented. The approach allows, firstly, to establish educational strategies of student youth: career-oriented (I); status-oriented (II); psychological comfort and creativity (III); forced learning (IV); random choice (V). Secondly, to determine correlations between educational strategies and labor practices of young people. For this purpose it is proposed to single out following groups: working students (R); with work experience (O); not working and not planning (N); not working but planning (P). Thirdly, to determine incentives and identify readiness for labor migration for each of the groups

Модель компетенций команд проектов развития университетов: межстрановой анализ

The results of a study aimed at solving the problem of the lack of a well-founded model of competencies of university development project teams are presented. The presence of this problem makes it difficult in practice to form successful project teams with the required competencies. This problem is significant for many countries. Accordingly, the purpose of the study was to substantiate the competence model of university development project teams based on empirical data collected at universities in different countries. The study was conducted in 2021–2022. The research methods were a questionnaire survey of representatives of universities in four countries – Russia, Georgia, Serbia, Iran, as well as a semi-formalized in-depth interview conducted at five universities in Russia. The results of the study are presented, namely: a competence model or a set of competencies of project teams is described; a refined model of competencies is proposed depending on the stages of the project life cycle; a comparative analysis of the obtained model of competencies in different countries is carried out. The developed competence model of the project team has a scientific novelty. The novelty is due to the fact that this model is as close as possible to the specifics of the higher education system. The model also reflects the features of the competence structure at different stages of the project life cycle. The results can be applied at universities when selecting candidates for transformation project teams with a focus on the specifics of project activities at universities and the stage of the project life cycleИзложены результаты исследования, направленного на решение проблемы отсутствия обоснованной модели компетенций команд проектов развития университетов. Наличие этой проблемы затрудняет на практике формирование успешных команд проектов, обладающих требуемыми компетенциями. Проблема значима для многих стран. Соответственно, целью исследования стало обоснование модели компетенций команд проектов развития университетов на основе эмпирических данных, собранных в университетах разных стран. Исследование проведено в 2021– 2022 гг., методами исследования стал анкетный опрос представителей университетов четырех стран – России, Грузии, Сербии, Ирана, а также полуформализованное глубинное интервью, проведенное в пяти университетах России. Представлены результаты исследования, а именно: описана компетентностная модель, или комплекс компетенций команд проектов; предложена уточненная модель компетенций в зависимости от стадий жизненного цикла проекта; проведен сравнительный анализ полученной модели компетенций в разных странах. Разработанная модель компетенций команды проекта обладает научной новизной. Новизна обусловлена тем, что данная модель максимально приближена к специфике системы высшего образования. Также модель отражает особенности структуры компетенций на разных стадиях жизненного цикла проекта. Результаты могут быть применены в университетах при подборе кандидатов в команды проектов трансформации с ориентацией на специфику проектной деятельности в университетах и стадии жизненного цикла проект