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Selasa, 23 Agustus 2016

Download Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World (Youth, Family, and Culture), by David A. Livermore

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Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World (Youth, Family, and Culture), by David A. Livermore

Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World (Youth, Family, and Culture), by David A. Livermore


Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World (Youth, Family, and Culture), by David A. Livermore


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Cultural Intelligence: Improving Your CQ to Engage Our Multicultural World (Youth, Family, and Culture), by David A. Livermore

From Publishers Weekly

This engaging book seeks to tackle the challenges of cross-cultural interaction in the context of Christian ministry. Livermore, an expert in intercultural studies, urges his readers to become more multicultural people so that we might better express love cross-culturally. While most works on cross-cultural ministry seek to teach their readers about other cultures they may encounter, Livermores book contends that preparation for cross-cultural ministry depends on an inward investigation and transformation. This is what he calls developing ones Cultural Intelligence quotient, and the book explores the knowledge, interpretations and behavior one must develop to heighten ones CQ. While grounded in both theory and theology, the strength of this book comes from the many vignettes from Livermores personal experience in such places as Singapore, India and Cambodia. Questions throughout and a self-assessment test in the appendix give the book an interactive feel, drawing the reader into self-examination and application of the books lessons. Though the book is written for Bakers youth ministry series, all who are interested in the question of cross-cultural ministry will profit from its information and advice. (Feb.) Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

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Improve Your CQ for Ministry Effectiveness"Written for anyone who is serious about ministry, this book explains why cultural intelligence is essential and what one must do to develop and employ it in the practice of ministry."--Sherwood Lingenfelter, author of Ministering Cross-Culturally"In an era of drive-by short-term missions, selfish service projects, and ugly Americans, David Livermore brings reconstruction. He does not merely suggest cultural sensitivity; he helps us deconstruct and build something new--a pathway to cultural intelligence that can guide us to be citizens of the kingdom of God while being proactively engaged as neighbors in the world."--Mark Oestreicher, president, Youth Specialties"Whether you are leading a short-term mission trip, doing local justice work, or simply want to more effectively love others, you are smart to read Cultural Intelligence. You are even smarter if you apply its profound insights to your life and ministry."--Kara E. Powell, executive director, Fuller Youth Institute, Fuller Theological Seminary"In our increasingly interconnected, multicultural world, the need for cultural understanding has never been greater. Cultural Intelligence is an essential, foundational resource for anyone who desires to effectively interact across cultures. Read this book! It will enable you to understand your own culture and the lens through which you see all other cultures."--Paul Borthwick, author of How to Be a World-Class Christian"Comprehensive and accessible, this book clearly details the cultural intelligence model for multicultural ministry. David Livermore has expanded the ideas of multiculturalism to include not only national cultures but also organizational and generational subcultures. He provides an ideal text and a valuable resource for building the core skills of cultural intelligence in individuals and organizations."--Soon Ang, executive director, Center for Leadership and Cultural Intelligence, Nanyang Business School, Singapore

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Product details

Series: Youth, Family, and Culture

Paperback: 288 pages

Publisher: Baker Academic; unknown edition (February 1, 2009)

Language: English

ISBN-10: 9780801035890

ISBN-13: 978-0801035890

ASIN: 0801035899

Product Dimensions:

6 x 0.6 x 9 inches

Shipping Weight: 1.1 pounds (View shipping rates and policies)

Average Customer Review:

4.0 out of 5 stars

35 customer reviews

Amazon Best Sellers Rank:

#130,260 in Books (See Top 100 in Books)

David Livermore is a very knowledgeable and experienced advocator in cross-cultural interactions, and he synthesizes the aspects of cultural intelligence very well in this book. The aim of his book is to teach habits that provide for continual learning of how to love those across the chasm of difference. He makes clear that the source, goal, and means of doing so is only possible through Christ’s power in reconciliation and restoration. Livermore explains that cultural intelligence (CQ) is centralized in our ability to move from the desire to love to being able to effectively express it in order to embody who Christ is and the authenticity of the Gospel. Yet he emphasizes that this is not simply through a behavioral modification, but a personal transformation. This is especially important to learn at this time when global communication is becoming faster and more accessible, and cross-cultural encounters are now very common in day-to-day American life. This book is also very applicable to ministry both in foreign and domestic situations, and covers ground on improving interactions within the church and society’s sociocultural, generational, and organizational differences.Livermore splits the book into four parts that correlate to the knowledge, interpretive, perseverance, and behavioral elements of developing cultural intelligence. He begins by revealing the values that underlie America’s diverse cultural, including the “pursuit of happiness” and informality, and a discussion of how culture is both in the artifacts and deeper interpretations. The book then moves forward to identify the characteristics of socioethnic, generational, and organizational differences, and the spectrum within their values that may be expressed in our choices and perceptions. These include short vs. long-term time orientations, being vs. doing achievements, and individualistic vs. collectivist personal identifications. He then explains interpretive CQ by challenging the reader to “take the cruise control off” and foster awareness through analyzing how we subconsciously label our world and categorize differences. This takes learning how accept discomfort, fostering a receptive mindset to Christ’s work. Livermore concludes with a discussion on building an action/reflection praxis that can lead to a genuine empathy that perseveres in challenges as well as a heightened discernment of when to flex or not flex our behaviors in adapting to cross-cultural situations.One of Livermore’s greatest strengths throughout the book is his ability to synthesize his experiences, both mistakes and successes, into the sections. This makes his points very applicable and understandable, yet also reveals the honesty and growth necessary in CQ. However, he could improve his discussion in the book on the importance of language and the structural aspects of it that indicate cognition differences in communication. He also could integrate more theological basis within each aspect of CQ throughout the book rather than only at the beginning.Overall, I highly recommend this book to anyone seeking to learn how to improve their ability to communicate to those who have different backgrounds and values. Most especially, this book applies to ministry leaders and even more specifically to youth pastors who are engaging in our diversifying world.

I am a graduating senior at Pepperdine University enrolled in a course on multicultural ministry. This book is an assigned textbook for that course, and it is immensely useful in outlining the importance of being culturally aware when doing ministry. In it, David Livermore provides a framework for improving cross-cultural interactions, discussions, and missions. He writes, “That’s our destination in this journey—learning how to effectively express love for people unlike us” (13). Livermore’s goal is to assist us as Christians in gaining the ability to love people who are different from us. As someone who has participated in missionary efforts in several countries and who currently directs the Global Learning Center at Grand Rapids Theological Seminary, Livermore is highly qualified to write this text and share his experiences. The greatest strengths of this book include the effectiveness of its structure, the emphasis it places on cross-cultural interactions within our own nation, and the connections to God it allows for. Divided into four sections based on the four types of cultural intelligence, the structure is easy to follow and promotes the creation of achievable, distinct goals for everyone. A huge takeaway from this book is the focus on the diversity of our own nation, for that is a reality that we need to consider when developing cultural intelligence. I appreciate the reference to God as the Holy Other, for that places our misunderstandings of those around us into a much needed perspective that God invites us to experience: Himself as incredibly, beautifully different from us. Yet, God reaches across the chasm of difference and makes every effort to meet us where we are. Some complaints that arise after reading this book involve its inability to successfully describe race relations in the United States, its neglect of culture shock, and its limitations of readers in many ways. I understand that it is difficult to concisely speak about the problem of race relations, but Livermore could certainly have made a greater effort in this regard. He mentions culture shock only briefly, and this seems to be an important part of cross-cultural missions that should be addressed more thoroughly with suggestions for overcoming it. This book limits its readers by providing a seemingly exhaustive list of helpful tasks in the final chapter that does not leave much room for creativity or individual interaction with God. Nevertheless, this book’s strengths far outweigh its weaknesses. This book has certainly shaped my understanding of what cultural intelligence looks like in our modern, connected world. It is encouraging in that I do not have to wait until being overseas to engage cross-culturally. Indeed, this book is most useful for people of any age or background who desire to be involved in God’s kingdom, for cross-cultural interactions happen in our very own neighborhoods and cities. On another note, I will be teaching English and doing mission work overseas next year, and I trust that the concepts from this book will assist me tremendously. For now, I am most concerned with being mindful not only in cross-cultural situations but in every day that I have the pleasure of living.

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Senin, 08 Agustus 2016

Free Ebook The Case against Education: Why the Education System Is a Waste of Time and Money

Free Ebook The Case against Education: Why the Education System Is a Waste of Time and Money

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The Case against Education: Why the Education System Is a Waste of Time and Money

Review

"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb, "It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray,

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"Few would disagree that our education system needs reform. While most call for more--more government subsidies, more time in school, more students attending college--Caplan provocatively argues for less. The Case against Education urges a radical rethinking about why we've been unsuccessful to date--and why more of the same won't work."--Vicki Alger, Independent Institute "Bryan Caplan has written what is sure to be one of the most intriguing and provocative books on education published this year. His boldly contrarian conclusion--that much schooling and public support for education is astonishingly wasteful, if not counterproductive--is compelling enough that it should be cause for serious reflection on the part of parents, students, educators, advocates, and policymakers."--Frederick Hess, American Enterprise Institute "You doubtless asked many times in school, ‘When am I going to use this?' Bryan Caplan asks the same question, about everything taught prekindergarten through graduate school, and has a disturbing answer: almost never. Indeed, we'd be better off with a lot less education. It's heresy that must be heard."--Neal McCluskey, Cato Institute "The Case against Education is a riveting book. Bryan Caplan, the foremost whistle-blower in the academy, argues persuasively that learning about completely arbitrary subjects is attractive to employers because it signals students' intelligence, work ethic, desire to please, and conformity--even when such learning conveys no cognitive advantage or increase in human capital."--Stephen J. Ceci, Cornell University "This book is hugely important. The Case against Education is the work of an idiosyncratic genius."--Lant Pritchett, author of The Rebirth of Education: Schooling Ain't Learning "Caplan deals provocatively and even courageously with an important topic. Readers will be disturbed by his conclusions, maybe even angry. But I doubt they will ignore them."--Richard Vedder, author of Going Broke by Degree: Why College Costs Too Much

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Product details

Hardcover: 416 pages

Publisher: Princeton University Press (January 30, 2018)

Language: English

ISBN-10: 0691174652

ISBN-13: 978-0691174655

Product Dimensions:

6.5 x 1.2 x 9.8 inches

Shipping Weight: 1.5 pounds (View shipping rates and policies)

Average Customer Review:

3.9 out of 5 stars

87 customer reviews

Amazon Best Sellers Rank:

#30,094 in Books (See Top 100 in Books)

I was both validated and distressed by this book: validated because I agree that the value of school comes not from its usefulness but from the signals it sends, and distressed because I disagree with his interpretation of what those signals mean. Like Caplan, I believe our obsession with academic success is toxic, both for individuals and society. I see academic credentials as a perverse currency, necessary for gaining acceptance in a culture that believes they have real value. But inflation is rendering them less and less valuable, requiring more and more education for those who want to distinguish themselves from those below. And that's part of the problem - the goal of education is almost always to distinguish oneself from those below while gaining acceptance from those above. It is the engine of a hierarchical culture that conditions belonging on judgment of worth. It is an incredibly inefficient and oppressive system for transferring real knowledge and skills that monopolizes our lives with counter productive behavioral conditioning and questionable moral assumptions.My discomfort with Bryan Caplan's interpretation of this problem is that he manages to tear apart the system, something I see as necessary, while preserving the status of the most academically accomplished as innately more intelligent, something I see as unforgivable. He managed to shore up the value of his own signal while tearing down the system it's based on. I'm appalled that people will take his statistics and his interpretation as evidence that college is appropriate for those intelligent enough to benefit from "transformative education" while vocational training is appropriate for everyone else.I've come to believe that most academic success is based on our need for respect and belonging. The people who get the furthest are the most motivated for its stamp of approval, and the most appalled at "ignorance". They tend to come from homes where education is framed as society's savior, and mistake its enormous reach as a sign of its benevolence. At least Caplan counters that old myth. The education system is filled with people who want good, meaningful lives and can't quite figure out what's missing. What's missing is a structure that supports the democratic ideals it claims to teach. Structurally, it's a self-serving, coercive system that claims a moral authority it has no right to, and serves goals it can't achieve. A compulsory system in which each of us is working to raise our status relative to the whole has division and inequality woven into its very fabric. A compulsory system that judges worth while constricting behavior prevents more growth than it fosters.That it focuses its judgments on a narrow band of intellectual abilities is a problem, but expanding its realm to vocational training, without removing its compulsion, just expands the scope of its damage. I agree with many of the damning facts Caplan exposes, but his interpretation is mired in the same screwed up measurement of human value that keeps the system running.

Everyone knows that college grads earn a lot more than high school grads. But why is that the case? Most people assume that it's because people learn a lot in college and the labor market rewards that knowledge with higher salaries. Caplan strongly disagrees, arguing that earning a college degree is mainly a signal to employers that you are a diligent and hard-working person who conforms to society's norms. In other words, employers don't expect that you've learned much in college and, as Caplan shows, most people don't!You can probably think of many objections to this argument and Caplan assesses all of them. I'm not entirely convinced of his conclusions, partly because it would require reading academic papers across a variety of disciplines to properly evaluate Caplan's argument. But, at the very least, he has raised the important question of whether much of the time and money that students, their parents, and the government lavish on college might be wasted.Although the book is grounded in the academic literature, it's mostly non-technical, and Caplan's discussion should be accessible to most readers. He writes in a light style and peppers his discussion with anecdotes from his own experience as a student and as a professor at George Mason.A book well worth reading!

Does the author of this extraordinary book leave anything out of his 43 pages of references? I think so. Paul Fussell, in his snarky and incomparable book, Class: A Guide Through the American Status System (1983), observed that although many more people were going to college today than, say, in 1940 when only 13 % of college-age kids attended college, "the number of young people really going to college will always be about 13 percent." Why? Because only that fraction attends top-rated colleges like Amherst and Smith or universities like Harvard or Yale as in days of old. What, Fussell asked, about the majority struggling today simply to "go to college" somewhere in the hinterlands "only to find their prolehood still unredeemed, and not merely intellectually, artistically, and socially, but economically as well?" Graduates of former state colleges or worse, now soi-disant universities, often find they have no economic advantage over their high school chums who have been installing solar panels or kitchen sinks instead of hitting the books. For them, as for most "college graduates," their four or six or eight years of schooling signals to prospective employers that they have in fact earned not a BA or BS, but a CIA, degree, what I call the Cast Iron Ass degree, evidence that a prospective employee will sit through and stand for any bullshit task no matter how demeaning or unrewarding. For most students college is a waste of time, but where you waste your time and with whom would seem to be important. Professor Caplan, however, discounts "who you know" at college (66), but he does admit that "going to Harvard...almost certainly puts you in an exclusive dating pool for life." (157) Incidentally, Caplan's book is also funny, but not as funny as the late Paul Fussell's. Read both!

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