The concept of a dialogue of cultures has become extremely fashionable in modern reality, and in various fields of knowledge - in cultural studies, in art history, in literary criticism as a border area between art history and philology, in linguistics, more precisely, in those sections of it that are associated with the problem of "language and culture”, as well as in pedagogy related to the education of representatives of ethnic minorities or students who make up multinational teams, and in schools and universities. This concept is embedded in the concept of development of education, in educational plans and programs, voiced in lecture courses for students and students of advanced training of teaching staff. We will try to determine how realistic this concept is present in educational process in some regions Russian Federation, what are the conditions for its implementation in the educational process and what really takes place in modern Russian reality in the North and in the regions adjacent to the North, as well as in educational structures serving the northern regions of Russia.

In order for the "dialogue of cultures" to be a dialogue, it is necessary to have at least two cultures - in the case we are considering, the presence of a certain state, or "Russian-speaking" culture is implied - and the culture of an ethnic minority, that is, some ethnic group from the peoples of the North. Even the definition of the state form of culture here turns out to be far from unambiguous, as for the identification of the second participant in the dialogue, we have even more problems with him. Indeed, it is impossible to establish separately the Yakut, Russian-Evenki, Russian-Yukaghir, Russian-Chukotka dialogue of cultures in education (although in reality it is precisely this interaction of cultures that is observed in most of the uluses of Yakutia and adjacent territories- Evenkia, Chukotka, etc.). If, however, we understand by the dialogue of cultures some contact between the bearers of the state culture and the indigenous inhabitants of the North of the Russian Federation in general, then in such a “dialogue of cultures” the second participant, that is, the “culture of the peoples of the North”, will either act as a scientific fiction, since the common Khanty-Yukagir or Sami-Eskimo characteristics of culture are absent, or in the form of a mutant monster created from the meager knowledge of teachers about the ethnography of individual ethnic groups, each of which has a rich history and original cultural traditions. With an equal degree of internal wealth and equal adaptation to the conditions of life, a “dialogue” between such cultures in the educational process is not established due to the difference in the amount of knowledge about cultures.

It should also be borne in mind that historically, not some abstract cultures, but real sub-ethnic cultures entered into the dialogue we are talking about, and the “Russian” culture was not represented by its own culture. state form, but the regional culture of the old-timer population, and today - the subculture of the visiting population of the North. Both subcultures have not been studied enough, while the regional subculture of the Northern regions of the Russian Federation in our days and throughout the entire twentieth century, which is carried by the visiting population of the North and the national intelligentsia, was not the subject of any of the scientific disciplines, there was no place for it. neither in ethnography, nor in cultural studies. The territorial subcultures of the small peoples of the North of the Russian Federation are also heterogeneous even among individual ethnic groups (Evenks of Yakutia, Buryatia, Khabarovsk Territory and Sakhalin, the Evens of western Yakutia, the Evens of the North-East of Yakutia and the Evens of Kamchatka, the forest and tundra Yukagirs, etc.) - taking into account all these realities turns the concept of a dialogue of cultures into a virtual entity, and its actual specificity makes the relevant material unsuitable for study.

The next factor that characterizes the "dialogue of cultures" in its pedagogical understanding is social factor. Who carries out a dialogue with whom - a village engineer with a reindeer breeder, a St. Petersburg teacher with an Evenk craftswoman, a cultural studies professor with a sea St. autonomous region with students - Petersburgers in the second generation? It is clear that social differences on both sides cannot be ignored both in the scientific study of the problem and in solving practical educational problems. In reality, the "dialogue of cultures" is carried out between the indigenous and visiting population of national villages, equally representing different social groups, and only in this area do we have contacts of cultural bearers who do not have social marking or neutralize social marking. At the same time, representatives of the intelligentsia and creative environment from the peoples of the North are in contact with various social groups of the "Russian-speaking" population in their regions, as well as in the places where they live - in administrative centers. Students and teachers represent not only a specific social group, even if they belong to the peoples of the North, but form the least typical of the groups of ethnic cultures - while the values ​​and life intentions of these groups often aim to distance themselves from their own ethnic culture as much as possible, get a profession that is not traditional for an ethnic group, move to a big city, find a marriage partner not from among their people, etc. These social environments consider belonging to an ethnic group primarily as a source of increasing social status, which promises some prosperity in the future, while for reindeer herders, sea hunters and other representatives of traditional professions, belonging to small peoples often psychologically lowers their social status.

Finally, no less significant for characterizing the "dialogue of cultures" is an objective assessment of the type of interaction and the degree of interaction of those entities that are called cultures. In fact, in the current state, in each case, we should talk about various territorial subcultures, which, moreover, have special social manifestations. It is impossible to imagine such a “dialogue of cultures”, the participants of which are modern teaching assistant professors and Chukchi students, who are presented with the culture of the Chukchi of the late XIX - early XX century, or who are considered as carriers of a special mentality characteristic of the Chukchi of the late XIX - early XX centuries, - and even worse, when in the educational process or methodological developments searches are being made for a special ethnic mentality (it is clear that in its absence, the concept of a dialogue of cultures loses its meaning). The dialogue of cultures belonging to different time slices is a metaphor that is good for studying modern art that feeds on ethnographic materials, or the same regional modern that grows out of regional subcultures on ethnic foundations. But in the educational process, the participants of which coexist in time, and even more so in the education of the younger generation, which will witness a change in the cultural paradigm, this concept loses its meaning. In national villages, there are usually several different communities - a visiting population and one or more communities of the indigenous population of different ethnic groups, if the indigenous population in a particular village is mixed. Under these conditions, the "dialogue of cultures" is imaginary, since all communities show tendencies towards mutual isolation, and not towards integration. If in this or that region there is an acculturation or assimilation of one ethnic group by another, larger and more “prestigious”, then, of course, it is not necessary to speak of a “dialogue” in such cases: a very authoritarian “monologue” takes place here.

Accordingly, in relation to the contingent of students and especially university students from among the peoples of the North, we cannot close our eyes to the fact that these students are also no longer bearers of their traditional ethnic culture, and in 20-30 years they may lose those signs of ethnic or regional culture, what they currently have. This means that in this case we really have a cultural monologue instead of a dialogue.

The concept of a dialogue of cultures is often used, including in education, with one pragmatic goal - to form tolerance in interethnic relations. The usefulness of solving this problem is beyond doubt and cannot be disputed. However, the very solution of this problem is impossible without knowledge of specific ethnic cultures in all their diversity and history, without knowledge of the territorial and social variants of these cultures, as well as without clear and voluminous ideas about the current state of ethnic cultures. Modern system education for the peoples of the North of the Russian Federation does not have such information and is not able to introduce all this material into the educational process in a methodically correct form. The concept of a dialogue of cultures in the educational process today looks like nothing more than an attractive signboard, behind which there are often such ideas about ethnic culture that are the complete opposite of the humanities, be it cultural studies, ethnography, ethnosociology or ethnodemography.

Culture is the most important factor that organizes the spiritual life of people. The meaning of the concept of "culture" is very broad and not always definite. It is understood as the state of society, and its characteristics, and the totality of beliefs, technologies of the inhabitants of a certain area. Culture does not arise by itself, in a natural, natural way, it always appears thanks to a person, it is a product of his activity.

Symbiosis of peoples

And it is very similar to the relationship between people. They can be in hostile, antagonistic relations (remember, for example, one culture can displace another (how much is left of the culture of the North American Indians?). They can mix into one whole (the interpenetration of the traditions of the Saxons and the Normans led to the emergence of a new - English - culture) However, the current state of the civilized world shows that the optimal form of interaction between cultures is dialogue.

Examples of the past

The dialogue of cultures, like the dialogue between people, arises from mutual interest or urgent need. The young man liked the girl - and he asks where he could see her before, that is, the young man begins a dialogue. No matter how much we like the boss, we are forced to conduct a business dialogue with him. An example of the interaction of cultures antagonistic to each other: even during the Golden Horde, there was an interpenetration and mutual enrichment of ancient Russian and Tatar cultures. Where was it to go? The spiritual and material life of a person is very heterogeneous and diverse, so it is easy to give an appropriate example. There are a lot of dialogues, their vectors and spheres: the dialogue of Western culture and the East, Christianity and Islam, mass and past and present.

Mutual enrichment

Just like a person, culture cannot be isolated for a long time, alone. Cultures strive for interpenetration, the result is a dialogue of cultures. Examples of this process are very clear in Japan. The culture of this was originally closed, but later it was enriched by the assimilation of the traditions and historical identity of China and India, and from the end of the 19th century it became open to the West. positive example dialogues at the state level can be observed in Switzerland, where 4 languages ​​(German, French, Italian and Romansh) are the state languages ​​at the same time, which contributes to the conflict-free coexistence of different peoples in one country. International film festivals, song contests (“Eurovision”) and beauty contests (“Miss Universe”), exhibitions of oriental art in the West and western art in the East, holding the days of one state in another (Days of France in Russia), spreading the Japanese dish “sushi” around the world, Russia's acceptance of elements of the Bologna model of education, the popularity of martial arts in Europe and the United States - this is also an endless example of dialogues of cultures.

Dialogue of cultures as an urgent need

Naturally, each culture strives to preserve its own identity, and there are realities that different cultures will probably never accept. It is unlikely that a Muslim girl will dress like her European counterpart. And it is unlikely to be able to come to terms with polygamy. But there are many more things that you can agree with or at least reconcile with, endure. After all, a bad peace is still better than a good quarrel, and peace without dialogue is impossible. An example of dialogues, forced and voluntary, constructive and fruitless, saves world history, reminding his contemporaries that any conversation implies respect for the values ​​of another original people, overcoming one's own stereotypes, readiness to build bridges, not destroy them. A constructive business dialogue of cultures is necessary condition self-preservation of all mankind.

Risk management helps to assess the risks associated with such a strategy. Once the risks have been assessed, an appropriate program of risk mitigation and minimization can be developed.

Usually problems arise due to a lack of understanding of the risks associated with economic activity enterprises. As noted above, environmental risks are both internal and external, but in both cases they cause disruptions in the functioning of the enterprise, and the elimination of their consequences requires significant costs and resources.

Environmental risk management is a central section strategic management in any organization. Environmental risk management is aimed at identifying possible violations and risks that need to be eliminated / minimized, as well as implementing strategies to deal with such risks.

Risk assessment and risk management should become an integral part of the decision-making process. Businesses that better assess environmental risks can use more cost-effective methods to deal with them. For risk management to be effective and meaningful, it must become an integral part of the overall enterprise management system.

Tasks of environmental risk management:

Management of environmental risks in an enterprise can be associated with various tasks. The risk management strategy should ensure the following actions:

1. Identification, quantification, understanding and classification of all environmental risks to which the enterprise is exposed.

2. Reducing environmental risks that cannot be considered acceptable.

3. Manage environmental risks at the appropriate level.

4. Ensuring a balance between the scale of planned actions to eliminate the consequences of environmental risk and the degree of environmental risk.

5. Ensuring a consistent approach to environmental risk management.

6. Support standardization practical methods work.

In the spotlight effective system environmental risk management is to identify risks and work with these risks. The objective of environmental risk management is to ensure that all activities of an organization are as sustainable as possible. This increases the likelihood of success and reduces both the likelihood of failure and the uncertainty about achieving the organization's overall goals.

Currently, an increasing development of environmental risk management in Russia is taking place in areas related to the implementation of the requirements of regulatory legal acts.

1. Protection of atmospheric air.

2. Protection of water bodies.

3. Use and protection of subsoil.

4. Use and protection of lands.

5. Use and protection of lands.

6. Waste management of production and consumption.

7. Use, protection, protection, reproduction of forests.

8. Use and protection of wildlife objects.

9. Specially protected natural areas.

10. Sanitary protection zones and surveillance zones.

11. Zones with special conditions for the use of territories.

12. Accidents and emergencies.

13. Industrial environmental control.

14. Regulation of permissible environmental impact.

15. Payment for negative impact on the environment.

16. Responsibility for violations in the field of environmental protection.

There are many different forms and types of risk management that affect various aspects of the enterprise. Many departments work in a system of relationships that ensure the coordinated functioning of the enterprise, while risk management should not be the function of any single department - management should consider it as a process that affects all departments.

In the risk management process, the ranking of risks and related activities in terms of their priority goes beyond the scope of responsibility of an individual service and affects the enterprise as a whole.

Summarizing the results of the risk assessment performed in various departments, the general risk register generates an assessment of the risks associated with the activities of the enterprise as a whole.

When implementing a risk management system in an enterprise, it is necessary, first of all, to understand that risk management is an ongoing process, and not a separate action. The risk management system affects all aspects of activity and is a continuous process.

Stages of risk management:

1. Definition of risk management goals.

2. Development of a risk management policy.

3. Distribution of duties.

4. Risk assessment.

5. Updating risk reports.

6. Risk monitoring.

7. Measures to reduce the risk.

8. Development of a risk management program.

In terms of risk management, this strategy should contain a statement that the enterprise sets itself the task of implementing risk management. In addition to the strategy, a risk management policy can be published that explains how to allocate resources to implement the strategy.

The enterprise risk management policy should include detailed description responsibility for risk management.

The risk management process includes an integrated set of tools and methodologies for use at different stages of business processes. For the effective functioning of the risk management process, it is necessary:

1. Intention of directors.

2. Distribution of responsibilities within the enterprise.

3. Selection necessary resources to educate and communicate risks to all stakeholders.

Policy development should not be underestimated when developing a risk management strategy, it should be clear and simple and be the responsibility of senior management. It must be understood that, like all other strategies, it will be reviewed and updated over time.

When implementing a project, it is necessary to analyze:

1. The nature and extent of environmental risks posing a threat to successful work enterprises.

2. Probability of occurrence of such risks.

3. Methods for managing unacceptable risks.

4. The ability of the organization to minimize environmental risks and their consequences for the operation of the enterprise.

5. Costs and benefits related to the risk and the measures taken to reduce it.

6. Effectiveness of the risk management process.

Production departments and enterprises play an important role at the first stage of environmental risk management. A key role for operations is to highlight the benefits of environmental risk management as well as to modify the environmental risk management policy. Production divisions perform the following functions:

1. Functional divisions are primarily responsible for the operational management of environmental risks.

2. Heads of departments are responsible for disseminating information about environmental risks within their departments; they must incorporate risk management goals into their performance targets.

3. Environmental risk management should be regularly discussed at meetings of heads of departments to review and clarify the priority of work based on the results of environmental risk analysis.

4. Heads of departments should ensure that risk management issues are considered throughout the entire period of project implementation.

When implementing an environmental risk management strategy, the results of various assessments, etc. should be communicated to the employees of the enterprises and, if necessary, to the various stakeholders. Different levels of the organization require different information about the risk management process, from detailed reports for presentation to directors and senior management, to the gradual establishment of a working culture of risk management across the enterprise. At different levels of the organization, specific tasks related to risk management should be set.

The risk management process consists of several successive steps that must be supported by support services and include reporting, monitoring and audits. This process follows a logical sequence that begins with risk identification and ends with a tracking process that involves monitoring actions to mitigate that risk.

The risk management process includes:

1. Methodological identification of risks associated with economic activities in the implementation of the project.

2. Evaluation of the probability of an event that poses a threat.

3. Analysis possible ways response to such events.

4. Creation of systems for eliminating the consequences of these events.

5. Monitoring the effectiveness of risk management methods and mechanisms during project implementation.

Thus, the environmental risk management process:

1. Provides improved decision-making, planning and prioritization functions.

2. Helps distribute more efficiently financial resources and material and technical resources.

3. Makes it possible to predict potential problems: ideally, it minimizes the need for action in the "emergency" mode; at the very least, it helps to prevent a catastrophe or to avoid serious financial losses.

4. Significantly increases the likelihood of timely implementation of the business plan during the implementation of the project.

The risk management process ensures that the organization operates efficiently and effectively by helping to identify risks that require management attention. Such risks should be ranked in order of priority as risk control activities, indicating the potential benefits of implementing these activities for the organization. Risk assessment should be carried out in such a way that on its basis it is possible to determine the significance of risks for the enterprise and decide whether this risk can be considered acceptable, or if it requires action. Once risks are identified, they must be ranked in order of priority. To do this, you can determine the consequences and likelihood of each risk and the costs associated with measures to minimize it.

Within the risk management process, risk management is the process of selecting and implementing risk mitigation measures. One of the main elements of risk management is risk control/mitigation.

Risk management includes the implementation of the processes, methods and tools necessary to deal with the consequences of significant events for the enterprise. The effectiveness of risk management is measured by the extent to which risks can be eliminated or mitigated through the implementation of the proposed measures aimed at ensuring risk control.

Often, the way identified risks are managed is determined by the cost-effectiveness of managing the risks associated with the costs of monitoring, compared with the expected positive effect of risk reduction. The proposed controls should be measured by comparing the potential economic effect that could be achieved by not taking action against the cost of taking action.

Then - often after the risk has been identified - the cost of implementing risk mitigation measures should be determined. They should be calculated quite accurately, as this value quickly becomes the main reference for measuring economic efficiency. In addition, the expected losses in case of failure to take action should be calculated, and by comparing the results, management can decide whether or not to take risk control measures.

When it comes to compliance with laws and regulations, in most cases there is no choice here. An enterprise needs to know the laws applicable to its activities and implement a control system that ensures compliance with the relevant requirements. Some flexibility is possible only in rare cases, when the costs of risk reduction are absolutely incommensurable with the risk itself.

After comparing the costs of risk mitigation measures with the costs of not taking action, there are four generally accepted options for managing each of the identified risks: accept the risk, transfer the risk, reduce the risk, eliminate the risk.

Once risk mitigation measures and procedures have been assessed and agreed upon, they should be applied throughout the enterprise.

Management should prioritize the resources needed to manage risk. If the top management of the enterprise is satisfied with the work being done to manage and deal with risks (identification, study, assessment, etc.), risks can be ranked in order of priority and the main options for planning risk management activities can be selected for each of them.

There are three principles associated with tolerable or acceptable risks:

1. There must be a balance between the possible degree of risk reduction and the cost of taking measures to reduce it.

2. The risk must be at an appropriate level of control.

3. The "accepting" manager must sign the risk management action note as an accepting risk.

The risk can be recognized as acceptable if the cost of its complete elimination is too high.

In addition, the risk may be accepted as tolerable for a certain period of time.

In some cases, it is possible to transfer risk, i.e. not eliminate or reduce the risk, but transfer it to another "owner" or transfer responsibility for it to another organization. The transfer of risk can be done by outsourcing and then transferring the risk to another organization.

Once risks have been analyzed and considered, the usual route to risk mitigation is risk mitigation. This can simply be defined as risk control, i.e. recognizing that a particular risk exists and considering options for managing that risk.

There are many approaches to risk reduction using many different techniques. Often, the first stage includes determining when the risk has been reduced to an acceptable level and no additional measures are required, i.e. when the risk becomes tolerable. This decision is often determined by how many resources are needed to implement the risk reduction plan. It is not necessary to completely eliminate the risk - it is enough to reduce it to an acceptable level.

When ranking risks by priority, all decisions made in the process of working with risks are considered. All risks that have been transferred, eliminated, tolerated or categorized as acceptable are considered.

A formal quantitative risk assessment helps to prioritize risks, but often each object has its own priorities.

Thus, it can be concluded that environmental risk management is often seen as a tool that allows an enterprise to grow as a result of internal and external changes. An enterprise that turns a blind eye to risks has a harder time attracting outside investment than an organization that has a risk management action plan.

In conclusion, it is worth noting that worldwide, in many industries, environmental risk management is recognized as an effective mechanism for reducing environmental risks for all aspects of enterprise operation. This mechanism does not apply only to one segment of the organization, but affects the entire company and creates benefits such as increasing profits, improving customer service, creating business opportunities or improving the working conditions of employees.