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Grant Writing Internship

AmeriCorps logo Now accepting resumes for one year internship through AmeriCorps with national urbanministry.org/under-resourced-audience" class="" title="Urban Resources">Urban Ministry based in Boston.

Other positions include Volunteer Coordinator & Graphic Designer.

Grant Writing urbanministry.org/http%3A//www.techmissioncorps.org" class="" title="Techmission Corps">Intern urbanministry.org/jobs" class="" title="Urban Ministry Jobs">Job Description

The Grant Writer is a full time position which is responsible for writing grants, managing existing grants, and assisting with development work with the following duties:

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Course 406 - Theology of Work

Course 406 - urbanministry.org/theology" class="" title="Theology & Biblical Social Justice Resources">Theology of Work (3 credits) This course will look at the urbanministry.org/theology" class="" title="Theology & Biblical Social Justice Resources">theology of work and how work fits into ministry and God’s Kingdom.

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Culture shock

Borgman, D. (1993). urbanministry.org/culture-ethnic-identity" class="" title="Culture/Ethnic Identity Resources">Culture shock. S. Hamilton, MA: Center for urbanministry.org/youth-group" class="" title="Youth Resources">Youth Studies.

OVERVIEW

 

Webster’s University Dictionary defines urbanministry.org/culture-ethnic-identity" class="" title="Culture/Ethnic Identity Resources">culture shock as "A condition of anxiety and confusion that can affect an individual suddenly exposed to an alien culture or milieu."

 

Culture humanizes each infant through socialization. Without culture (and there are examples of infants raised without human support), there is no indication of learned human behavior. Children raised in an attic box (by an eccentric in Ohio) or by wolves in India (Zing and Sing) acquired no social human development.

 

Culture supports human beings by simplifying the overwhelming number of choices (and responses) one must make daily in human society:

  • What should I wear?
  • What, where, and how do I eat?
  • How do I relieve myself?
  • What do I do when I am too cold or hot?
  • How close do I stand and how do I speak to a man? A woman?
  • How do I cough, sneeze, burp, etc.?
  • How do I ask questions and respond, be sociable, make love?
  • How do I relate? Buy and sell? Give and receive gifts?
  • How do I say good-bye?

 

These and many other questions surround one’s daily life. Cultures simplify what would be an impossible burden by making most of these questions a subconscious cultural pattern of response. So, a person enters a restaurant, a classroom, a church or public gathering and knows rather automatically how to act. Thrown into a different culture, however, these must all be studied, conscious decisions.

 

A result of cultural conditioning is ethnocentrism. It is difficult to distinguish, of course, positive ego strengths and cultural identity from harmful self-centeredness and cultural bias. When bias for one’s own cultural values and style hinders communication and cooperation, it needs examination and change.

 

Those who study cross-cultural communication and cultural adjustment say that everyone experiences some form of culture shock in a new setting. Responses may, of course, be quite different from various types of personalities from diverse societies.

 

Those who deny or minimize the emotional adjustment to support such change may eventually experience greater problems. A variety of defense mechanisms may hide the strain of cultural adjustment, and blame can be placed outside the individual for difficulties encountered.

 

The anxiety that results from a radical change of locality is said to be universal pattern of emotional adjustment that involves four stages, which may take months or years (Kalervo, 196?).

  • Honeymoon Stage. A new cultural experience may, at first, seem like a very pleasing, "neat" encounter with new places, dress, food, and ways. This can last from a week to months.

  • Hostile or Aggressive Stage. The lack of familiar supports and the failure of tried and true behaviors can bring anger and bitterness—toward the host country, organization, and peoples and against the sending organization, the home country, a supervisor, authority figure, or neighbor. This is the critical stage of the process of adjustment. Here, a person either submits to the humbling experience (of being culturally wrong) and commits to learn within a very different frame of reference—or one considers leaving, begins to withdraw and isolate, or may actually break down. Withdrawal into a familial or cultural cocoon (the compound or tight social group) is the most classic response to incomplete cultural adjustment for those who cannot leave.

  • Student Stage. This stage may begin with a "grin-and-bear-it" attitude. Humor is important here. As learners are able to laugh at themselves and their subtle mistakes, they are probably on the road to cultural recovery. When humor is more sarcastic and cynical, it usually indicates a fixation in the hostile stage.

  • Adjustment Stage. Finally, those in a new culture learn enough of the native language and norms to enjoy the new situation. They accept a cultural relativism, a sense of the mystery of human life, and the fact that each culture has something very important to offer another. They see themselves as bridges and brokers in the dynamic tension that exists among all cultures and styles.

 

Some further consideration of symptoms that accompany failure in the second stage are in order. Agitation about noise, filth, and time commitments may be presenting symptoms. People may exhibit an almost neurotic concern about cleanliness, safety, and conformity. Paranoia and guilt are usually present along the following pattern:

  • Guilt may compound self-rejection.
  • Guilt may lead to rejection of or blaming on a significant other.
  • Rejection of host area.
  • Rejection of home area and one’s own culture.

 

Many of us, for a variety of reasons, never reach the final stage in another culture. To arrive at a stage of adjustment is to be bicultural (or polycultural). It is doubtful that anyone is ever fully bi- or multicultural.

 

Returning to home culture involves tensions often described as "reentry problems." This reaction is not properly called reverse culture shock—though it is related to how a person has adjusted to a foreign culture.

Dean Borgman cCYS


Adopting Cross-Culturally

 

Schepers, L.A. (1995, January/February). Cultural Exchange: Adopting a Child Means Adopting a Country, Too. Adoptive Families, pp. 50-51.

OVERVIEW

 

(Download Cultural Exchange overview as a PDF)

 

It is important for families adopting children from other countries to do everything possible to help their children understand and develop pride in their birth country and urbanministry.org/culture-ethnic-identity" class="" title="Culture/Ethnic Identity Resources">ethnicity. This author and her husband adopted a baby from India after already giving birth to a son. She relates her initial experience with India, saying, "Aside from enjoying spicy urbanministry.org/asia" class="" title="Asia Resources">Asian Indian food and seeing ‘Gandhi’ at the theatre, my husband and I knew precious little about India when Anje arrived." Yet, over the years, the author’s urbanministry.org/families-0" class="" title="Resources for Families">family has learned about and experienced much from their adoptive daughter’s country:

 

I do own a salvar kameez (a two piece beaded shift and pantaloons). I know that curry is not a single spice but a blend of many, and our son loves farfar, the rice and lentil "potato chip" of India. We celebrate Diwali, India’s most popular holiday. Anje can count to ten in Hindi (sort-of), and both kids know a little about the traditional Cobra and Tiger dances." During a camp for adoptive families of Asian Indian children, the family "learned about India’s climate, animal population, and the crafts of the Asian Indian people. Anje learned that our family is not unique. More importantly, she was exposed to adult Asian Indians—other Americans who look like her yet share her experience of sometimes being singled out as ‘different.’

 

The author contends that it is essential to, as a family, nurture pride of the adopted child’s ethnic background: "To be proud of her heritage, she must see adult Asian Indians who are educated, successful, and proud of their heritage." To put this into practice, the author’s family selected an Asian Indian family physician, and they network with Asian Indian families in addition to families who have adopted Asian Indian children.

 

Schepers encourages families to acknowledge any struggles of the child’s birth country. (For instance, poverty is prevalent throughout India, and the family addresses the issue.) Yet, try to balance any negatives with positives. (In this story, the family shares that India’s numbering system—not Arabia’s—facilitated modern technology.) As the family and child learn more about the child’s birth country, they can stretch that learning to other countries and cultures.

 

The author admits that her young daughter currently seems minimally interested in these cultural experiences. Yet, Scheper knows that as Anje grows and matures, she will have questions about her identity. The more experiences with and information about her heritage she has, the better prepared she will be to understand her adoption and birth country.

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Do you work with an adopted child living in a bi-racial family? What have you learned from this family?
  2. What are the needs of such children? Are the children any different than biological or adopted same-race children? How are they different? How are they the same?
  3. What can youth workers do to instill pride in a young person about his or her birth country? What youth activities could be planned? Would these be beneficial to the youth group? Explain.
  4.  

  1. How can youth workers support an intercultural family?

 

IMPLICATIONS

  1. Kids are kids. They are probably more similar than different.
  2. Adopted adolescents (and, in fact, most teenagers) often have struggles when attempting to resolve or assert their identities, and grieve the loss of their birth family. Be sensitive to the needs of an intercultural adoptee.
  3. While it is important to encourage a young person to feel pride about his or her country, a young person’s ethnicity is only one facet of his or her whole person. Use good judgment on the appropriateness of highlighting his or her ethnicity.
  4.  

  1. Ask parents and sibling how a youth worker can support the family.

Kathryn Q. Powers cCYS


MISSIONS RESOURCES

MISSIONS RESOURCES

ORGANIZATIONS

Casas Por Cristo
P.O. Box 3726, El Paso, TX 79923. (800) 819-8014.
Build a home in 3 days; only $2,500 per project; 12-20 people per project; cross-cultural experience; serve a Mexican urbanministry.org/families-0" class="" title="Resources for Families">family by building a home; openings for summer 1999 and beyond.

Center for Student Missions


CSM's mission is to provide students with an effective urbanministry.org/under-resourced-audience" class="" title="Urban Resources">urban ministry experience that transforms lives, influences local churches and honors Christ.

Confrontation Point Ministries
P.O. Box 572, Crossville, TN 38557. (800) 884-8483 fax (931) 484-7819.
cpoin@u-c.net .
Outdoor adventure and mission experience. Challenges highly motivated Christians to grow in relationship to themselves, others, nature and God. Offers urbanministry.org/leadership" class="" title="Leadership Resources">leadership development, worship planned by youth, work teams, service projects, adventure projects, and debriefings. Call for free video.

Elim Fellowship
1703 Dalton Road, P.O. Box 57A, Lima, New York 14485-0857, (716)582-2790 fax (716) 624-1229
7551.743@compuserve.com

Elim Canada
30 Amelia Street, Paris, Ontario, Canada N3L 3V5, (519) 442-3288 fax (519) 442-1487.
Elim Fellowship is of Pentecostal conviction and charismatic orientation extending the hand of fellowship to all pastors and churches. Ten World Outreach (TWO) is a summer program for teens, consisting of four-and seven-week ministry and construction projects. Teems of teenagers work side-by-side with adult leaders, missionaries and nationals. Some sightseeing and other cultural activies are included. Since 1982, more than 3,000 participants have gone to 80 countries, and alumni return as volunteer workers.

International Teams/USA
P.O. Box 203, Prospect Heights, IL 60070-0203, (800) 323-0428 fax (847) 870-3399,
teaminfo@Teams.org

International Teams/Canada
1 Union Street, Elmira, Ontario, Canada. (800) 465-7601 or (519) 669-8844 fax (519) 669-5644

  • Matches your personal gifts and exprience to right location and ministry.
  • Prepares you to witness effectively in a cross-cultural setting.
  • Equips you with practical solutions for the challenges you'll face on the field.
  • Encourages you to use your own innovation and initiative.
  •  

  • Provides support and accountability, through our home staff and field team leaders.

Programs include Summer Servant team, assisting missionaries on a short-term basis, 2-year team partnering with established missionaries, and career missionary service impacting an area for Christ long-term. Language and other training.

Mission Discovery
P.O. Box 612, Goodlettsville, TN 37070-9936 . (800) 767-8720 or (615) 851-0088 fax (615) 859-4411. projects@missiondiscovery.org . To love is to serve. Mission trips to Mexico for middle school, senior highs, and adults. Service in Nassau, Bahamas for senior highs. One-day holiday added to 6-day service. Cost depends on trip, from about $111 plus air fare to $420 a person.

MISSIONS HANDBOOK
(Registry of most Christian mission groups)

Touch the World Youth Ministries
495 Wycoff Avenue , Cycoff, NJ 07481. (888) 281-4887
info@touchtheworld.org.
Sports
teams that conduct basketball and soccer clinics, puppet and evangelism; drama team for street ministry; vacation bible teams conduct vacation bible schools; construction teams that remodel and repair churches; and camp construction. Ministries are in the U.S., Northern Ireland, and Uganda.

Reach Out Resources
3961 Holcomb Bridge Road, Suite 201 , Norcross, GA 30092 . (770)441-2247 fax (770) 449-7544
Founded by Barry St. Clair, its vision is to influence as many teeangers as possible to become followers of Jesus Christ. Its mission is to equip leaders for strategic youth ministry through the church around the world. Its specialty is in materials and resources, leadership development, and direct work with churches. With present staff in Hungary, Romania, Ukraine, and Slovakia, its goal is to have 20 youth ministry training centers in key sites around the world. Reach Out suggests a short-term cross-cultural trip as first taste of missions.

Word Made Flesh


Serving Jesus among the poorest of the poor.

Dean Borgman cCYS

A Tale of Two Volunteers: Willy and Sharon's Story

Once upon a time, a couple from Singapore connected with a community center in Uganda through a website based in America—ready to change the lives of hundreds of people in urbanministry.org/africa_channel" class="" title="Africa Resources">Africa.


Willy and Sharon Ong arrived at Kitega community centre on beautiful Saturday in June 2009.  The young couple spent about a month in the Ugandan village, doing everything from teaching and engineering to social work and organizational assistance.

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John Mott

From Wikipedia, the free encyclopedia

 

 

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Volunteer Opportunities: Short-Term Missions

Título Organization Name City, State/Country
Rebuilding Homes and Lives After Hurricane Ike - Galveston, TX One Mission: Galveston
Galveston, TX
United States
Puerto Cabezas, Nicaragua Short Term Mission Forward Edge International
Puerto Cabezas, WA
Nicaragua
Short Term Mission Groups Christian Commission for Development
Tegucigalpa
Honduras
Medical Placement in Nairobi Tope Consult
Nairobi
Kenya
City Vision Intern- Kitchen/Shelter Asst Intern City Vision
Joliet, IL
United States
Oaxaca City, Oaxaca, Mexico Short Term Mission Trip Forward Edge International
Oaxaca City
Mexico
Help Orphans and Disadvantaged Children in Haiti God's Children Inc
Jacmel
Haiti
Faith In Action Volunteer Group Project Hospitality
Staten Island, NY
United States
Restoring Homes, Restoring Hope in Northwest Indiana Lakeshore Area Regional Recovery of Indiana
Munster, IN
United States
International Voluntary Service Projects Volunteers For Peace
Belmont, VT
United States
Título Organization Name
Virtual Opportunity: Help us upload resources to our website, UrbanMinistry.org Techmission Corps
Food Disciples Meet ME Under the Bridge
Grant Writer S.A.Y. Yes! Pico Union
Multiple Opportunities CAIN (Churches Active in Northside)
Sponsorship Soliciations 2 or 3 Gathered Together Inc.
Reading Tutor for Elementary School Children --Belle Haven Elementary Reading Partners
Volunteer Coordinator Latino Farmers Cooperative of Louisiana, Inc
Translation Miami International Seminary
Tutor/GED Coordinator F.A.I.T.H. Ministries, Inc.
Grant Writer/Community Liaison F.A.I.T.H. Ministries, Inc.
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Books: Short-Term Missions