On becoming a babushka in UkraineBecoming a babushkahttps://www.mennonitemission.net/blog/On-becoming-a-babushka-in-UkraineOn becoming a babushka in UkraineBy Mary Raber

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Q&A: Service Adventure through the eyes of a participant-turned-volunteer coordinatorQ&A Interviewhttps://www.mennonitemission.net/blog/Service-Adventure-through-the-eyes-of-a-participant-turned-volunteer-coordinatorQ&A: Service Adventure through the eyes of a participant-turned-volunteer coordinatorBy Travis Duerksen
Six reasons why choosing a year or more of service might be for youCountdown Listhttps://www.mennonitemission.net/blog/Six-reasons-why-choosing-a-year-or-more-of-service-might-be-for-youSix reasons why choosing a year or more of service might be for youBy Lauren Eash Hershberger
Mission to heal wounds caused by ChristendomHealinghttps://www.mennonitemission.net/blog/Mission-to-heal-wounds-caused-by-ChristendomMission to heal wounds caused by ChristendomBy Wally Fahrer
8.1 reasons why a second year of MVS benefits your careerCareer Cornerhttps://www.mennonitemission.net/blog/8-1-reasons-why-a-second-year-of-MVS-benefits-your-career8.1 reasons why a second year of MVS benefits your careerBy Carmen Hoober
Vulnerability blesses two-way mission encountersGuest, not Giverhttps://www.mennonitemission.net/blog/Vulnerability-blesses-two-way-mission-encountersVulnerability blesses two-way mission encountersBy Diana Cruz
The wound in the wallBorder Wall https://www.mennonitemission.net/blog/The-wound-in-the-wallThe wound in the wallBy Laurie Oswald Robinson

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A missed opportunityhttps://www.mennonitemission.net/blog/A-missed-opportunityA missed opportunityBy Wil LaVeist<p>​<span style="font-size:1.4rem;background-color:transparent;color:inherit;font-style:inherit;">Why are the overwhelming majority of Black and Brown students on campus, athletes?</span></p><p>That's a thought I had as a freshman in college in the mid-1980s. I was one of the athletes at that predominantly White, small, religious college I attended in the northeast. I was recruited from Brooklyn, N.Y., to play basketball. Out of the 12 Black and Brown students on the roughly 900-student campus, two were women and eight of us played on the men's basketball team. </p><p>My intent is not to disparage that college. In fact, there were things I liked about the campus, but it didn't embrace my African-American or Latino cultures (my late mother was Afro-Dominican). No photos, paintings or professors around campus looked like me. I heard no familiar music at weekend social gatherings. The programs and curriculum downplayed or ignored the diverse cultural contributions from people of color to America. I felt being integrated on campus meant I must empty myself so the majority could feel comfortable with me there. </p><p>White schools' reliance on recruiting primarily Black and Brown athletes as a campus diversity strategy undermines the White-student learning experience, too. It perpetuates the stereotype that "those people" are only good as athletes and entertainers. For most White students reared in cultural bubbles, communities where they get little or no exposure to other races, their educational experience becomes another missed opportunity to prepare them for careers and life in our multicultural world. What could happen if that White graduate ends up being supervised at work by a person of color? The culture shock could cause them to obsess over trying to get their boss fired, rather than focus on being the best employee they can be.</p><p>I stuck out my first year at that college, then transferred to The Lincoln University of Pennsylvania, America's first historically Black college. My years there were the most formative of my life. I discovered my career calling was journalism, not basketball. </p><p>What if the basketball recruiters had seen me as a student and not just an athlete? What if the entire administration had worked hard to make the campus culture equally inclusive and welcoming for all students? I might have stayed, graduated, and become a proud contributing alumnus. </p><p>A missed opportunity.<br></p>
The Christmas story, our storyhttps://www.mennonitemission.net/blog/The-Christmas-story-our-storyThe Christmas story, our storyBy Joe Sawatzky <p>"So, I am like Jesus?"  Jesse, our 10-year-old son, was seeking to understand our recent recounting of the events leading up to his birth.  </p><p>Eleven years ago, during Advent, we received a notice of eviction from our first South African home even as we learned that we were pregnant with our fourth child.  Like Mary, we needed the angel's "Do not be afraid" to calm our fears (Luke 1:30).</p><p>God's provision came in a variety of ways.  Despite a shortage of housing in our city, our Pentecostal church—small in number and strong in faith—quickly found us a home on the same property where a member's daughter lived with her husband.  A kindly landlord accommodated us through our remaining years in South Africa.  Our co-tenants and neighbors became supportive friends.  Jesse, a mission colleague from another denomination, accompanied us through the move and used his <em>bakkie</em> (pickup truck) to efficiently transport our belongings.  During our annual Advent family worship, a biblical storytelling observance known as "the Jesse Tree" (see Isaiah 11:1), we remembered our spiritual ancestors.  These were "strangers and foreigners on the earth," "living in tents" as they sought the city "whose architect and builder is God" (Hebrews 11:8-16).  Nine months later, in our new house, <em>Jesse Immanuel</em> was born to us, the sign that "God is with us" (Isaiah 7:14; Matthew 1:23; Luke 1:28).</p><p>Jesse's question opened a new interpretation of our story.  I had never noticed the link from our seeking new shelter in the early stages of pregnancy to Jesus' earthly parents finding "no place in the inn" prior to his birth (Luke 2:7).  The two stories need not be <em>identical</em> to see that a profound <em>identification</em> was taking shape.  Jesse was beginning to place his story within Jesus' story.</p><p>The Christmas story comes down to this—God identifies with us so that we may identify with God.<br></p><p><br></p>
Online classes in Lithuania create global communityhttps://www.mennonitemission.net/blog/Online-classes-in-Lithuania-create-global-communityOnline classes in Lithuania create global communityBy Robin Gingerich<p>KLAIPEDA, Lithuania (Mennonite Mission Network) — Although dependence on electronic communication is often criticized for insulating people from each other, at LCC International University, e-learning builds community in unprecedented ways.<br></p><p>In 1994, I arrived in newly independent Lithuania to teach at a new school housed in five rented classrooms. Today, I find myself as director of an online teacher-training program that spans continents.  </p><p><span style="font-size:1.4rem;background-color:transparent;color:inherit;font-style:inherit;">Though I initially questioned the benefits of e-learning, I am now convinced that online education can be as powerful as classroom instruction— and more affordable. LCC's online program convinced me of this. Three of our students — Elizabeth, Kaitlyn, and Maria — completed a master's TESOL (Teaching English to Speakers of Other Languages) degree. This blended program brings students to campus for two-week summer residency sessions that then allows them to complete courses throughout the year online. </span></p><p>Elizabeth's goal was to complete her degree while living in the Middle East. Kaitlyn had raised funds to teach in China with a Christian organization; although a master's degree seemed like the next step, most programs were too expensive for her missionary budget. Maria had studied in the United States and in Europe but was attracted to a program in her home country of Lithuania that aligned with her Christian world view. All three women discovered personal connections and high-quality instruction through LCC's master's TESOL program.<br></p><p>Elizabeth was skeptical of distance education because she wanted to relate to her classmates in a more personal way. She said wanted to study in a community, not with "avatars." <br></p><p>"I needed some kind of connection with my classmates," Elizabeth said.  <br></p><p>Elizabeth, Kaitlyn and Maria got to know each other and the other six students in their cohort as they lived and studied on campus. Relationships strengthened as the nine students interacted through the required forum posts and video chats. In addition, the cohort launched their own social media group to help connect personally over the winter until they met again in Lithuania the following summer. <br></p><p>Alumni of the master's TESOL program and currents students are widely international. Kaitlyn describes them as a "network of classmates who are around the world." They are teaching English in Canada, China, Czech Republic, Lithuania, Mongolia, Norway, Saudi Arabia, South Korea, Spain, Ukraine, and Vietnam. For example, while Kaitlyn (American) teaches in Mongolia, she communicates with Maria (Lithuanian) in Spain. And, while Luan (Vietnamese) teaches adults in Norway, he does a class project with Bobby (Canadian) who is teaching in a corporate setting in Saudi Arabia. This cross-cultural communication is normal for students in the LCC program. <br></p><p>"I really love this program because it ... brings great students from all around the world," said Dr. David Broersma, an associate professor who has taught in the LCC program for more than a decade. <br></p><p>The global outlook is balanced with the perspective that teaching is a practical, "people-centered" profession, Elizabeth said. The distance-learning program helps students to conceptualize language acquisition theories and pedagogical frameworks, while also requiring reflection and research in real classrooms with real pupils. For example, in the first year, students take a practicum course in which they reflect on how theory is realized in practice. In the second year, students engage in action research which has them observing their classrooms with the goal of improving instruction.  <br></p><p>A benefit of distance learning is that students are not required to leave their teaching jobs to move to a campus. Rather, they can teach English while studying about best teaching practices. Most master's students are employed full-time while they study. <br></p><p> "I was able to apply a lot of the things that I was learning directly to my work because I was working at the same time," Kaitlyn said. <br></p><p>LCC International University promotes "a Christian worldview that invites all people to grow in truth and restoration through the power of the gospel of Jesus Christ." Professors teach from their personal Christian perspective. While students are not required to profess any particular faith, they are encouraged to grow in understanding their own faith. Many students say they are drawn to the LCC community because of its support for the integration of faith and learning. <br></p><p>Maria said her Catholic faith was strengthened while studying, which leads her to see teaching as a vocation rather than just a job. She attempts to live out her faith by caring for her students, even beyond the classroom, as they sometimes come to her with their personal problems. <br></p><p>"I want not just to grow as an expert in my field of studies, but also, as a person who is able to share [her] beliefs and worldview," Maria said. "I feel like that's where God calls me to be, having this kind of empathy for [my students]. I feel that I'm in the right place, just being there for them."<br></p><p>In August 2019, Elizabeth, Kaitlyn and Maria graduated from LCC's master's TESOL program. They will carry what they learned in the virtual classroom into their own classrooms around the world. Distance education opens endless possibilities that can't exist within the four walls of a classroom.<br></p><p><em>Robin Gingerich has served at LCC International University in Lithuania for more than two decades, supported by Mennonite Central Committee and Mennonite Mission Network. She chairs the English program and teaches TESOL (Teaching English to Speakers of Other Languages) courses and writing courses.</em></p>
How to decide about graduate schoolhttps://www.mennonitemission.net/blog/How-to-decide-about-graduate-schoolHow to decide about graduate schoolBy Carmen Hoober<p><em>"What is retirement? Do I sign up now?" </em></p><p><em>"Credit? What is it? How do I get it?"</em></p><p>The above questions came from volunteers of Mennonite Voluntary Service (MVS) at their annual retreat last month. I asked those present to give me some suggestions for the Career Corner column and the responses made me smile. </p><p>Another question that came up was, <em>"How important is it to go to grad school before getting a job?" </em></p><p>Many soon-to-be college graduates and post-graduates doing a year of service (such as MVS) are deciding <strong>if </strong>graduate school is the next logical step, and if so, <strong>when </strong>they should do it. Believe me, I GET IT. Grad school is a big, costly decision and (unlike an undergraduate degree) it is more likely to be a financial burden you shoulder without parental assistance. </p><p>Full disclosure, I went straight from college to grad school, and while I wouldn't necessarily recommend that path to anyone else, I also don't regret my choice. I recognize that everyone's individual circumstances are different; what makes sense for one person wouldn't make sense for someone else.</p><p>Obviously, there are some of you for whom a graduate degree is required. If you want to be a doctor or a lawyer or college professor, you're going to need more schooling. Case closed. </p><p>But what about those who really like school? What about people who feel that a graduate degree would open more doors and increase their salary? What if you're just unclear about what you want to do and think graduate school might help you figure it out?</p><ul><li><p>Some people will tell you that you should work for a few years before going to grad school. </p></li><li><p>Some people will tell you that NOW is the time to go to grad school — before you have a mortgage and a family.</p></li><li><p>Some people will tell you not to go to grad school just because you don't know what else to do.  </p></li><li><p>Some people will tell you not to go to grad school AT ALL!</p></li><li><p>Some people will tell you to follow your passion and interests and the rest will work itself out.</p></li><li><p>Some people will tell you that the only sensible way to justify the expense of a graduate degree is if it will make a financial difference in your career.</p></li></ul><p>Honestly, depending on my mood, I have been ALL of these people! So instead of telling you <em>what to decide</em>, I'm going to give you a framework for figuring out <em>how to decide for yourself.</em></p><p>As an MBTI® (Myers-Briggs Type Indicator) practitioner, I thought it might be helpful to share the <strong>MBTI Zig-Zag Model</strong> to problem-solving. It's a useful technique for making any difficult decision, <em><strong>and </strong></em>it can help you understand and appreciate the perspectives of others. </p><p>First, knowing your MBTI type is helpful but not essential. Since I'm an MBTI snob, I will not link you to one of the "free" assessments online that is based on the MBTI (<a href="https://podcasts.apple.com/us/podcast/is-the-mbti-worth-the-price/id1439049877?i=1000436102515">because they are garbage</a>). Interested in learning about your MBTI type? <a href="/about/staff/Carmen%20Hoober">Talk to me</a>. </p><p>In short, the MBTI is a personality assessment tool that looks at four sets of dichotomies or preference pairs.</p><ul><li><p>Introversion vs Extraversion (I or E) – where we prefer to direct our energy.</p></li><li><p>Intuitive vs Sensing (N or S) – how we prefer to take in information. </p></li><li><p>Thinking vs Feeling (T or F) – how we prefer to make decisions.</p></li><li><p>Judging vs Perceiving (J or P) – how we prefer to live out our lives.</p></li></ul><blockquote><p><em>*Note that we ALL use ALL of these functions. </em></p></blockquote><p>So you end up with one of 16 different possible combinations. For example, I am an INFJ (If there's anything you should know about INFJs, it's that we love to talk about how we are INFJs). For this particular activity, we are going to look at the two middle letters, aka "the heart of type." If you <em>don't</em> know your type, you might start to get a good idea of the two middle letters as you go through this exercise. </p><p>Here are the different combinations: SF, ST, NF and NT </p><p>Where do you see yourself gravitating?</p><p><img src="https://assets.mennonites.org/PublishingImages/2019/December%20Carmen%20Career%20Corner%201.png" alt="" style="margin:5px;" /><br></p><p>*Source: MYSELF.</p><p>Again, YOU DO ALL OF THESE THINGS. The MBTI looks at preferences, not behavior. If you are right-handed, you <em>prefer </em>to sign your name with your right hand … but with a little extra concentration, you <em>could </em>use your left hand if your right hand was, say, in a cast. You could even get better at it over time! It would just take more effort and would never feel quite as natural. Similarly (according to Briggs, Jung and Myers), you have one set of behaviors that comes more naturally than others. Furthermore, none of these behaviors are better or worse than the others. </p><p>So what does this have to do with making decisions about graduate school? You can use ALL FOUR of these functions in the Zig-Zag Model to help you evaluate and make decisions — including whether or not grad school is right for you.   </p><p>Here is the Zig-Zag. It starts with <strong style="text-decoration:underline;">S</strong>ensing (what are the facts?), then I<strong style="text-decoration:underline;">N</strong>tuition (what are the possibilities?), followed by <strong style="text-decoration:underline;">T</strong>hinking (what are the logical consequences?), and ending with <strong style="text-decoration:underline;">F</strong>eeling (what is the impact on others?).</p><p><img src="https://assets.mennonites.org/PublishingImages/2019/December%20Carmen%20Career%20Corner%202.jpg" alt="" style="margin:5px;" /></p><p>Source: <a href="https://www.collegiategateway.com/improve-your-decision-making-use-the-zig-zag-model/">Collegiate Gateway</a>.</p><p>So let's say you are deciding about whether to go to grad school. Here are some possible questions you might ask yourself. </p><p><strong>1. Sensing (S) </strong></p><blockquote><p><em>What are the facts?</em></p><p>When would I need to apply? Where have I been accepted?</p><p>What are each program's requirements?</p><p>What do I know about the schools I'm looking at already?</p><p>Does the job I want require a certain degree?</p><p>How much does it cost? How would I pay for it?</p><p>Are there grants, stipends, or teaching opportunities available?</p><p>What information does the school supply about its track record in terms of job placement? </p></blockquote><p><strong>2. Intuition (N) </strong><br></p><blockquote><p><em>What are the possibilities?</em></p><p>Why do I want to go?<br></p><p>What do I know about myself? Are there any patterns or themes I see emerging?</p><p>Am I using grad school as a buffer to avoid the "the real world?"<br></p><p>What would I do if I didn't go to grad school right now?<br></p><p>What doors would open if I had this degree? Would any doors close?<br></p><p>What is my gut instinct?<br></p></blockquote><p><strong>3. Thinking (T) </strong></p><blockquote><p><strong></strong><em>What are the logical consequences of either choice?</em><br></p><p>How much more would I earn in this field with a graduate degree?<br></p><p>If I had to argue this in front of a judge and jury, what would be my case? How would I stand up under cross-examination?<br></p><p>Are there more pros or cons? (Count them up!) <br></p><p>Are any of the pros or cons weighted more heavily than others?<br></p><p>What would I tell a friend making the same decision (looking at the same information)?<br></p></blockquote><p><strong>4. Feeling (F) </strong><br></p><blockquote><p><em>How would this decision impact others?</em><br></p><p>Who else is impacted by my decision? <br></p><p>What do they need in order to buy into this decision?<br></p><p>What are my values? Does getting this degree fit into my value system?<br></p><p>How would I feel if I chose to pursue this degree now/if I waited awhile/if it never happened?  </p><p>Will this decision create or detract from harmony in my relationships?</p></blockquote><p>The Zig-Zag Model ensures that we stretch to the opposite side of our preferences and spend a little time there rather than just jumping back to our preferred modes. This approach works on your own or with a group of people. As an INFJ, I naturally privilege the N (possibilities) and F (keeping harmony). I love brainstorming, considering possibilities, and creating/maintaining a harmonious environment. Still, when I give too much or too little time to any of the four functions, I know I'm in danger of overthinking or underthinking. </p><p>Using this framework, I'm forced to approach the decision in ways that are not as natural, but equally important. For me, that means spending more time in the practicalities (S) to really understand what I'm getting into. And while it's great to focus on building consensus, I know I'm also prone to glossing over points of conflict in order to keep the peace. Adding in an analytical perspective (T) gets me to a better decision.  </p><p>You might have already figured out that the biggest challenge here is not actually about grad school at all. Instead, it's more about growing in the knowledge of who YOU are. The value of this exercise is in developing your own judgment and deepening your capacity to understand yourself and others.  </p><p>People are going to give you contradictory opinions because we all have different ways of taking in and prioritizing information, and then making decisions based on that information. You are going to have regrets in life — it's pretty much unavoidable. The best you can hope for is that you have <a href="/blog/Coming-to-terms-with-the-road-not-taken-">good regrets</a> and that they are, in fact, YOUR regrets — not your mom's or dad's or your best friend's cousin's. How then to answer the question, <em>"How important is it to go to grad school before getting a job?" </em>As attached as I am to my own perspective and experience, all I'll say is this: It's up to <strong>you </strong>to decide. </p>
Solidarity and hope are the goals of Nanjing, Chinahttps://www.mennonitemission.net/blog/Solidarity-and-hope-are-the-goals-of-Nanjing-ChinaSolidarity and hope are the goals of Nanjing, ChinaBy Mike Sherrill <p>NANJING, China (Mennonite Mission Network) — By 9 a.m., the August sun hanging over Nanjing, China, had long baked away any morning chill. As part of the group of almost 30 participants from the Northeast Asia Regional Peacebuilding Institute (NARPI), a Mennonite Mission Network partner based in South Korea, we were invited to participate in the annual televised ceremony commemorating the Japanese surrender in 1945. </p><p>We joined about 70 other guests in laying white carnations on a memorial stone to express lament and respect for the victims of the Nanjing Massacre. The ceremony included brief addresses from other countries, including a contingent from Japan who expressed their remorse and longing for peace each year. We filed out along a 30-foot length of newsprint on which we could leave signed messages of peace and solidarity.</p><p>This was the beginning of a full-day experience at the Nanjing Massacre Memorial Hall (in Mandarin: Memorial Hall of the Victims of the Nanjing Massacre by Japanese Invaders). Beijing (north capital) serves as the current capital of China. It is the country’s largest city and a hub of global exchange. Nanjing (south capital), less than four hours south by high-speed rail, was the former center of rule for many dynasties, and holds insights into the heart of China. Indeed, contemporary Chinese-Japanese relations cannot be properly understood without a visit to the historical museums of this city.</p><p>Nanjing fell to Japanese forces on Dec. 13, 1937. Although often referenced as an event of World War II, the massacre actually occurred during the Second Sino-Japanese War. From that date, for a six-week span, Japanese soldiers killed 300,000 Chinese civilians and disarmed soldiers. </p><p>The horror included looting, burning, torture, and the rape of more than 20,000 women. The atrocities committed against women extend much further than the Nanjing Massacre period. In 2015, a museum telling the horrifying story of the “comfort women” opened on the site of the Li Ji Alley Military Brothel. It was one of 40 such brothels in Nanjing. Estimates show that between 1937 and 1945, more than 200,000 women from China and surrounding countries were “enlisted” by the Japanese military. </p><p>As painful as it is to recount these stories, these museums stand as a remembrance to the victims and serve as a lament with details often not shared in textbooks outside of China. </p><p>The Nanjing Massacre Memorial Museum, however, intentionally points beyond lament toward a future hope of healing and peace. In the courtyard a memorial symbolizes the longing for peace in the world, and in particular, with Japan. Well-known Japanese leaders, including former Prime Minister Yukio Hatoyama, have visited the museum, and pictures are displayed of these visits. A broader survey of Nanjing reveals that this museum is only one part of an inspired vision to reshape Nanjing into an International City of Peace.</p><p>In 2017, Nanjing University established an Institute for Peace Studies, the first of its kind in China, directed by Dr. Liu Cheng, UNESCO chair for Peace Studies and NARPI partner. In addition to offering courses in peace studies, the institute promotes peace education in primary and secondary schools, holds international seminars, and hosts many training courses. </p><p>Those courses include the 2019 NARPI Summer Peacebuilding Training led by Mission Network husband-wife team, Jae Young Lee and Karen Spicher. More than 100 youth from across East Asia attended the two-week training. I was deeply encouraged to witness the blossoming of mutual understanding and appreciation among these future leaders in pursuit of peace. </p><p>Part of our debriefing after the day at the Memorial Hall was a panel discussion with four survivors of the Nanjing Massacre. Three of them were toddlers at the time, but one was a 10-year-old. Now 92, he recalled his experience in vivid detail. </p><p>The entire room was riveted by his passionate testimony. In closing, he declared that although he hates what happened, he does not hate the Japanese. He urged the assembled youth to leave hate behind and to pursue peace in the world in order to build a shared future for all humanity. </p><p>Out of the ashes of despair, suffering and sorrow, Nanjing is taking strides to be named among the International Cities of Peace® reaching out to the world with a powerful message of solidarity and hope. </p>
Get a taste of Service Adventurehttps://www.mennonitemission.net/blog/Get-a-Taste-of-Service-AdventureGet a taste of Service AdventureBy Susan Nisly<p><span style="color:inherit;font-size:1.4rem;font-style:inherit;background-color:transparent;">Each year at this time, many high-school seniors are trying to figure out what they should do next. Recently, when</span><span style="color:inherit;font-size:1.4rem;font-style:inherit;background-color:transparent;"> I was talking with one of these seniors, she said, "I've never heard of anyone regretting taking a gap year." I must admit that I haven't either. Most often, I hear people talking about what a huge impact the gap year had on helping them figure out what they wanted to study, or figuring out who they are and what they believe. There are many options for a gap year, but my personal favorite is Service Adventure. What makes it so unique is that besides living in community with other young adults, you also have unit leaders who serve as mentors living with your group. </span></p><p>Are you wondering what a year in Service Adventure might be like?  Are you intrigued by the idea of taking a gap year and serving others? I invite you to visit one of our units to get a taste of Service Adventure. Feb. 20-23, 2020, you can spend a weekend seeing what all happens in Service Adventure. </p><p><strong>Thursday, Feb. 20</strong> – Arrive at the Service Adventure unit and meet your hosts.  Enjoy dinner with the unit and participate in their weekly worship night.</p><p><strong>Friday, Feb. 21</strong> – Spend the day serving alongside participants in various social-service agencies.  It might be a homeless shelter, a thrift store, or somewhere working with kids.</p><p><strong>Saturday, Feb. 22</strong> – Experience a learning component with the unit and a bit about the local community.  This might be a hike or visiting a museum.</p><p><strong>Sunday, Feb. 23 </strong>– Attend the local hosting congregation with the unit and then head home.</p><p>If you are interested in checking out Service Adventure, or have questions, please contact me at <a href="mailto:SusanN@MennoniteMission.net"><span style="text-decoration:underline;"><span style="text-decoration:underline;"><font color="#0066cc">SusanN@MennoniteMission.net</font></span></span></a>.<br></p>

 

 

On becoming a babushka in Ukrainehttps://www.mennonitemission.net/blog/On-becoming-a-babushka-in-UkraineOn becoming a babushka in UkraineBy Mary RaberGP0|#31ea5fc9-e960-4669-943f-a7a484a3ac1e;L0|#031ea5fc9-e960-4669-943f-a7a484a3ac1e|Ukraine;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#e1c6021e-2f25-46dc-91a1-be34789acdf9;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
Q&A: Service Adventure through the eyes of a participant-turned-volunteer coordinatorhttps://www.mennonitemission.net/blog/Service-Adventure-through-the-eyes-of-a-participant-turned-volunteer-coordinatorQ&A: Service Adventure through the eyes of a participant-turned-volunteer coordinatorBy Travis DuerksenGP0|#5b6e705f-0058-4334-9acc-0b6703eb027a;L0|#05b6e705f-0058-4334-9acc-0b6703eb027a|Germany;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#e1c6021e-2f25-46dc-91a1-be34789acdf9;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
Six reasons why choosing a year or more of service might be for youhttps://www.mennonitemission.net/blog/Six-reasons-why-choosing-a-year-or-more-of-service-might-be-for-youSix reasons why choosing a year or more of service might be for youBy Lauren Eash Hershberger
Mission to heal wounds caused by Christendomhttps://www.mennonitemission.net/blog/Mission-to-heal-wounds-caused-by-ChristendomMission to heal wounds caused by ChristendomBy Wally FahrerGP0|#2a52dead-2172-482e-ade6-5a558f17a31b;L0|#02a52dead-2172-482e-ade6-5a558f17a31b|England;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#e1c6021e-2f25-46dc-91a1-be34789acdf9;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
8.1 reasons why a second year of MVS benefits your careerhttps://www.mennonitemission.net/blog/8-1-reasons-why-a-second-year-of-MVS-benefits-your-career8.1 reasons why a second year of MVS benefits your careerBy Carmen HooberGP0|#2ab17779-1e85-4ea3-bd7e-1348a1fb087a;L0|#02ab17779-1e85-4ea3-bd7e-1348a1fb087a|United States;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#89f1dfe2-8e50-4b9f-b81a-f3f6dcbc35fc;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
Vulnerability blesses two-way mission encountershttps://www.mennonitemission.net/blog/Vulnerability-blesses-two-way-mission-encountersVulnerability blesses two-way mission encountersBy Diana Cruz GP0|#53f671dc-6b11-4308-ab01-f8c0f7df8786;L0|#053f671dc-6b11-4308-ab01-f8c0f7df8786|Benin;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#4d0e08ea-d1a0-4141-9eba-431183992152;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
The wound in the wallhttps://www.mennonitemission.net/blog/The-wound-in-the-wallThe wound in the wallBy Laurie Oswald Robinson GP0|#2ab17779-1e85-4ea3-bd7e-1348a1fb087a;L0|#02ab17779-1e85-4ea3-bd7e-1348a1fb087a|United States;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#89f1dfe2-8e50-4b9f-b81a-f3f6dcbc35fc;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
Witnessing the church in “real life:” what we learned from Martin Luther King, Jr. and MVShttps://www.mennonitemission.net/blog/Witnessing-the-church-in-real-life-what-we-learned-from-Martin-Luther-King-Jr-and-MVSWitnessing the church in “real life:” what we learned from Martin Luther King, Jr. and MVSBy Edith and Neill von GuntenGP0|#2ab17779-1e85-4ea3-bd7e-1348a1fb087a;L0|#02ab17779-1e85-4ea3-bd7e-1348a1fb087a|United States;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#89f1dfe2-8e50-4b9f-b81a-f3f6dcbc35fc;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
Journeys through the unfamiliar: reflections on life in Service Adventurehttps://www.mennonitemission.net/blog/Journeys-through-the-unfamiliar-reflections-on-life-in-Service-AdventureJourneys through the unfamiliar: reflections on life in Service AdventureBy Bethany Masters and Helen TiefenbachGP0|#2ab17779-1e85-4ea3-bd7e-1348a1fb087a;L0|#02ab17779-1e85-4ea3-bd7e-1348a1fb087a|United States;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#89f1dfe2-8e50-4b9f-b81a-f3f6dcbc35fc;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf
A missed opportunityhttps://www.mennonitemission.net/blog/A-missed-opportunityA missed opportunityBy Wil LaVeistGP0|#2ab17779-1e85-4ea3-bd7e-1348a1fb087a;L0|#02ab17779-1e85-4ea3-bd7e-1348a1fb087a|United States;GTSet|#f1c3ac69-6cd4-4109-8ba8-137477ba8a7d;GPP|#89f1dfe2-8e50-4b9f-b81a-f3f6dcbc35fc;GPP|#62ebb633-b401-4243-a537-1a85230e4ebf